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All Journal JPMS (Jurnal Pendidikan Matematika dan Sains) Ilmu dan Budaya Jurnal Teknologi Pendidikan Jurnal Infinity Jurnal Riset Pendidikan Matematika PIONIR: Jurnal Pendidikan PYTHAGORAS: Jurnal Program Studi Pendidikan Matematika Edumatsains Al-Jabar : Jurnal Pendidikan Matematika Math Didactic: Jurnal Pendidikan Matematika Didaktis: Jurnal Pendidikan dan Ilmu Pengetahuan Jurnal Matematika Sains dan Teknologi ELSE (Elementary School Education Journal) : Jurnal Pendidikan dan Pembelajaran Sekolah Dasar Jurnal SOLMA IndoMath: Indonesia Mathematics Education BAREKENG: Jurnal Ilmu Matematika dan Terapan Jurnal Pendidikan Terbuka Dan Jarak Jauh Pendas : Jurnah Ilmiah Pendidikan Dasar JMM (Jurnal Masyarakat Mandiri) JURNAL PENDIDIKAN TAMBUSAI Jurnal Sains Sosio Humaniora Jurnal Pendidikan Abdi Wiralodra : Jurnal Pengabdian Kepada Masyarakat Jurnal Ilmiah Matematika dan Pendidikan Matematika (JMP) Mosharafa: Jurnal Pendidikan Matematika Jurnal Ilmiah Wahana Pendidikan LEARNING : Jurnal Inovasi Penelitian Pendidikan dan Pembelajaran SCIENCE : Jurnal Inovasi Pendidikan Matematika dan IPA Jurnal Pengabdian Kepada Masyarakat Patikala Bulletin of Science Education International Journal of Progressive Mathematics Education Journal of Advanced Sciences and Mathematics Education Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Jurnal Infinity SJME (Supremum Journal of Mathematics Education) Edumaspul: Jurnal Pendidikan JRTI (Jurnal Riset Tindakan Indonesia)
Endang Wahyuningrum
Universitas Terbuka
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Mechanical Engineering Physics Public Health Social Sciences Transportation Other

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Students' Climate Change Literacy: Implementing RBL-STEM Makerspace Materials on Recycling Plastic Waste into Ecobricks Prastiti, Tri Dyah; Novianti, Idha; Wahyuningrum, Endang; Dafik, Dafik; Ridlo, Zainur Rasyid; Mursyidah, Indah Lutfiatul; Safiati, Okti Anis
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol. 14 No. 2: April 2026
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v14i2.20074

Abstract

Climate change is an increasingly significant concern due to rising sea levels and extreme weather events. This phenomenon has made specific regions uninhabitable or unsuitable for agriculture. In addition, promoting climate change literacy is one of the key factors in addressing the posed challenges. Therefore, this research aimed to analyze the implementation of Research-Based Learning with Science, Technology, Engineering, and Mathematics (RBL-STEM) materials to promote students' climate change literacy, using a mixed-methods design. This research employed a mixed-methods design. Quantitative methods were used to analyze climate change literacy, while qualitative methods examined learning activities and phase portraits under the implementation of the materials. The two classes used comprised a control class of 40 students and an experimental class of 42 students. Meanwhile, the instruments used were interviews, questionnaires, and students’ climate change literacy tests. The results showed that there were differences between the control and experimental classes using an independent sample t-test with a sig value (2-tailed) of 0.0048 (<0.05). In the context of this research, the implementation of the materials promoted students’ climate change literacy in recycling plastic waste into ecobricks.
Geometry from coastal life: A grounded theory of primary students’ 3D geometry understanding in Northern Coastal West Java Endang Wahyuningrum; Sudirman Sudirman; Camilo Andrés Rodríguez-Nieto
Journal of Advanced Sciences and Mathematics Education Vol. 5 No. 2 (2025): Journal of Advanced Sciences and Mathematics Education
Publisher : CV. FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/jasme.v5i2.813

Abstract

Background: Although three-dimensional (3D) geometry is an essential component of the elementary school mathematics curriculum, research exploring how students develop spatial understanding of 3D geometric objects in authentic learning contexts remains limited. Furthermore, the challenge of bridging visual, verbal, and manipulative representations persists as a major gap in the literature.Aims: This study aims to address this gap by examining the process through which elementary students develop conceptual understanding of 3D geometry using a grounded theory approach.Method: The study was conducted at a public elementary school in Indramayu Regency, West Java, Indonesia. A total of 26 students (20 female and 6 male, aged 11–12) voluntarily participated. Data were collected through 3D geometric visualization tests and in-depth interviews focusing on students' thought processes in imagining, comparing, and manipulating spatial forms. Data analysis followed the three stages of grounded theory methodology: open coding, axial coding, and selective coding, to construct a theory grounded in empirical data.Results: The findings reveal that students’ understanding of 3D volume is still in a transitional stage, moving from concrete experiences to formal mathematical representations. Familiar local contexts alone were found insufficient to bridge spatial understanding without adequate visual and pedagogical support. Major obstacles included conceptual misconceptions, procedural errors, limited visualization skills, and reliance on teacher assistance.Conclusion: The core category, “multiple representations as a bridge to spatial understanding,” underscores the importance of integrating concrete visualization, verbal description, and mathematical symbolism in geometry instruction. This study suggests that teachers should design instructional strategies that systematically combine visual media, concrete manipulatives, and verbal approaches. Such integration is crucial to ensure that local contexts effectively serve as a bridge between real-world experiences and abstract mathematical understanding.
PELATIHAN PEMBELAJARAN BERBASIS PRINSIP UNDERSTANDING BY DESIGN UNTUK MENINGKATKAN KOMPETENSI PEDAGOGIK GURU SMK Yumiati, Yumiati; Wahyuningrum, Endang; Haji, Saleh; Hidayati, Sapti Nur
JMM (Jurnal Masyarakat Mandiri) Vol 10, No 2 (2026): April
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/jmm.v10i2.38397

Abstract

Abstrak: Kompetensi pedagogik guru dalam merancang pembelajaran yang efektif menjadi tantangan utama implementasi kurikulum di SMK. Tujuan pengabdian ini adalah meningkatkan kompetensi pedagogik guru SMK melalui pelatihan prinsip Understanding by Design (UbD). Metode pelaksanaan meliputi pelatihan interaktif dua tahap, lokakarya penyusunan unit pembelajaran UbD, dan pendampingan implementasi di kelas terhadap 13 guru SMK. Evaluasi menggunakan pretes-postes dan angket kepuasan. Hasil menunjukkan peningkatan signifikan dengan rata-rata nilai pretes 64,62 meningkat menjadi 84,10 pada postes (peningkatan 30,14%), ketuntasan meningkat dari 23,1% menjadi 76,9% (peningkatan 233%), dan N-Gain 0,49 kategori sedang. Angket kepuasan menunjukkan rata-rata 4,42/5,00 dengan 100% peserta merekomendasikan pelatihan. Pelatihan UbD efektif meningkatkan kemampuan guru merancang pembelajaran berorientasi hasil, berpusat pada tujuan, dan relevan dengan kebutuhan siswa. Program ini berpotensi direplikasi untuk meningkatkan kualitas pendidikan vokasi.Abstract: Pedagogical competence of teachers in designing effective learning is a major challenge in curriculum implementation in vocational schools. The purpose of this community service is to improve the pedagogical competence of vocational school teachers through Understanding by Design (UbD) principles training. Implementation methods include two-stage interactive training, UbD unit development workshops, and classroom implementation mentoring for 13 vocational school teachers. Evaluation used pretest-posttest and satisfaction questionnaires. Results showed significant improvement with pretest average of 64.62 increased to 84.10 in posttest (30.14% increase), completeness increased from 23.1% to 76.9% (233% increase), and N-Gain of 0.49 in moderate category. Satisfaction questionnaire showed an average of 4.42/5.00 with 100% of participants recommending the training. UbD training is effective in improving teachers' ability to design outcome-oriented learning, goal-centered, and relevant to students' needs. This program has the potential to be replicated to improve the quality of vocational education.
Reconstructing mathematical success in post-pandemic learning environments: An intensive single-case study using grounded theory coding techniques Wahyuningrum, Endang; Sudirman, Sudirman; Rodríguez-Nieto, Camilo Andrés
Al-Jabar: Jurnal Pendidikan Matematika Vol 17 No 2 (2026): Al-Jabar: Jurnal Pendidikan Matematika
Publisher : Universitas Islam Raden Intan Lampung, INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ajpm.v17i2.30838

Abstract

Purpose: This study aims to examine how successful mathematics learning is constructed through the dynamic interaction of affective dispositions, cognitive-metacognitive strategies, socio-pedagogical scaffolding, resilience, and epistemological flexibility within post-pandemic online learning environments. Method: An intensive single-case study design was employed, utilizing in-depth interviews with a student and three mathematics teachers as the primary data collection instrument. Data were systematically analyzed through open, axial, and selective coding procedures adapted from grounded theory. Findings: Four interrelated conceptual models emerged from the analysis: (1) the Ecosystemic Formation of Sustainable Learning Identity, (2) the Adaptive Academic Reconstitution Model, (3) Learning Ecosystem Support as an Adaptive Developmental System, and (4) the Adaptive Transitional Learning Ecosystem Model. Collectively, these models reconceptualize mathematical success not as a discrete performance outcome, but as an ecosystemic and developmentally sequenced achievement requiring coherent integration of internal identity formation, strategic regulatory capacity, and adaptive ecosystem support. Significance: These findings carry substantial implications for the development of post-pandemic pedagogical frameworks, advocating for holistic and identity-constitutive approaches that extend beyond mere content remediation in online mathematics education.
Co-Authors Abdul Mujib Alfiah Dian Pratiwi Ali Mahmudi Ali Rosyidi Ali, Sahri Antonius Situmorang Ardi Dwi Susandi Ardiansyah Ardiansyah Ardiansyah Ari Yunita Ningsih Ayi Darmana Ayi Darmana, Ayi Aziza Khairu Rokhis Bahrul Ilmi Bahrul Ilmi Bonyah, Ebenezer Budi Pratikno Budi Pratikno, Budi Camilo Andrés Rodríguez-Nieto Cecep Anwar Hadi Firdos Santosa D. Dafik Danial, T Ahmad Dede Sulaeman, Dede Dewi Fatimah Didi Suhendi Disti Pratiwi Dwi Utami Edi Harapan Efendi Napitupulu Erni Erni Fanni Zulaiha Haji, H Saleh Happy Karlina Marjo Hertono, Gatot Fatwanto Hidayati, Sapti Nur Hobri I Made Sulandra Irawan, Sam Rizky Istiqomah Jackson Pasini Mairing Jamaris Jamaris Japar Japar Japar, Japar Jusniani, Nia Kartika Chrysti Suryandari Kartono Kartono , Maman Rumanta Mardiawati Maximus Gorky Sembiring Moh. Fikri Bungel MUCHSINAN, KUN Muhammad Fakhri Azhari Murni, Fitri Mursyidah, Indah Lutfiatul mustikaningsih, Dian Ningsih, Ari Yunita Novi Paryanti Novianti, Idha Pradestya, Rakha Pratiwi, Alfiah Dian Pratiwi, Disti Rahayu, Fitriya Dwi Ratih Sugiyanti Retno Winarni Retno Winarni Retno Winarni Ridlo, Zainur Rasyid Riska Septian Rita Dewi Rodríguez-Nieto, Camilo Andrés Rohmah, Fatkur Rosyidi, Ali Safiati, Okti Anis Sandra Sukmaning Adji Saputra, Dimas Septian Sari Muliawanti Sari, Vini Kartika Selly Anastassia Amellia Kharis Setiyo, Setiyo Siti Aisyah Siti Julaeha Siti Munawaroh Sucipto Sucipto Sudirman Sudirman Sudirman Sukestiyarno, YL. Sukmaningadji, Sandra Sulastri Sulastri Sulastri Sulastri Susandi, Ardi Susilowati, Erlina Tasrip Rudiono Tri Dyah Prastiti Wijayanti, Nina Yaya S. Kusumah YL. Sukestiyarno Yuli Kurniyawati Yumiati Zaenuri Mastur Zaenuri Mastur Zulkifli .