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Enhancing Mathematical Modeling and Ethnomathematics Learning Through Virtual Reality: A Case Study in Higher Education Santika, Satya; Nugraha, Depi Ardian; Prabawati, Mega Nur
Mosharafa: Jurnal Pendidikan Matematika Vol. 14 No. 1 (2025): January
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v14i1.2021

Penelitian ini menjawab kebutuhan inovasi dalam pembelajaran matematika dengan mengintegrasikan Virtual Reality (VR) pada mata kuliah Pemodelan Matematika dan Etnomatematika, sebuah terobosan yang membedakannya dari studi sejenis yang terbatas pada geometri. Berlandaskan teori konstruktivisme, pendekatan ini dirancang untuk menciptakan pengalaman belajar aktif yang meningkatkan keterlibatan, pemahaman konseptual, dan motivasi mahasiswa. Metode pengembangan 4D (Define, Design, Develop, Disseminate) digunakan dengan evaluasi melalui tes, survei (reliabilitas α=0,85), dan observasi. Hasil uji coba awal membuktikan efektivitas model ini, ditunjukkan oleh peningkatan signifikan dalam ketiga aspek tersebut. Konten VR yang dikembangkan telah memperoleh sertifikat HaKI, menjamin orisinalitasnya. Temuan penelitian ini tidak hanya menawarkan model integrasi teknologi imersif yang dapat diadopsi perguruan tinggi, tetapi juga merekomendasikan penelitian lanjutan dengan desain eksperimental dan evaluasi retensi pengetahuan jangka panjang untuk mendukung implementasi Kurikulum Merdeka Belajar secara lebih luas dan efektif. This study addresses the need for innovation in mathematics learning by integrating Virtual Reality (VR) into the Mathematical Modelling and Ethnomathematics courses, a breakthrough that distinguishes it from similar studies limited to geometry. Based on constructivist theory, this approach is designed to create an active learning experience that increases student engagement, conceptual understanding, and motivation. The 4D (Define, Design, Develop, Disseminate) development method was used with evaluation through tests, surveys (reliability α=0.85), and observations. Initial trial results proved the effectiveness of this model, as shown by significant improvements in all three aspects. The developed VR content has obtained an intellectual property rights certificate, guaranteeing its originality. The findings of this study not only offer an immersive technology integration model that universities can adopt but also recommend further research with experimental designs and long-term knowledge retention evaluations to support the broader and more effective implementation of the Merdeka Belajar Curriculum.

Media Pembelajaran Berbasis Teknologi Augmented Reality Sungkono, Sugeng; Apiati, Vepi; Santika, Satya
Mosharafa: Jurnal Pendidikan Matematika Vol. 11 No. 3 (2022): September
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v11i3.737

Penelitian ini bertujuan menghasilkan media pembelajaran berbasis teknologi Augmented Reality pada materi limas dan mengetahui kelayakan pengunaannya. Penelitian ini berdasarkan hasil observasi di sekolah peserta didik masih kesulitan dalam menentukan bentuk, luas dan volume limas. Untuk mengatasi hal tersebut, perlu dikembangkan sebuah media pembelajaran yang mampu membuat peserta didik merasakan secara real dalam proses belajarnya. Metode yang digunakan yaitu metode Research & Development (R&D) dengan model Assessment/Analysis, Design, Development, Implementation & Evaluation (ADDIE). Teknik pengumpulan data menggunakan lembar angket. Instrumen yang digunakan angket penilaian kualitas media pembelajaran. Sumber data penelitian ini peserta didik kelas VIII SMP Negeri 1 Cikoneng yang berjumlah 15 orang. Hasil penelitian ini berupa media pembelajaran berbasis Tekonologi Augmented Reality pada materi limas bernama GEO3DAR. Kelayakan kualitas isi dan tujuan berada pada kategori layak. Kelayakan kualitas intruksional berada pada kategori sangat layak. This study aims to produce learning media based on Augmented Reality technology on pyramid material and determine the feasibility of its use. This research is based on observations in schools, students still have difficulty in determining the shape, area, and volume of the pyramid. To overcome this, it is necessary to develop a learning media that can make students feel real in the learning process. The method used is the Research & Development (R&D) method with the Assessment/Analysis, Design, Development, Implementation & Evaluation (ADDIE) model. The data collection technique used a questionnaire sheet. The instrument used is a questionnaire to assess the quality of learning media. The data sources for this research were 15 students of class VIII SMP Negeri 1 Cikoneng. The results of this study are learning media based on Augmented Reality Technology on pyramid material called GEO3DAR. The feasibility of the quality of the content and objectives are in the appropriate category. The feasibility of the instructional quality is in the very decent category.

Design of Mathematics Teaching Materials Based on Local Wisdom for Strengthening Mathematical Literacy on Social Arithmetic Material Prabawati, Mega Nur; Santika, Satya; Mulyani, Eva
Mosharafa: Jurnal Pendidikan Matematika Vol. 13 No. 4 (2024): October
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v13i4.1868

Abstrak Penelitian ini bertujuan untuk mengidentifikasi profil awal kemampuan literasi matematis siswa, merancang dan mengembangkan bahan ajar matematika berbasis kearifan lokal untuk meningkatkan literasi matematis, dan mendeskripsikan hasil belajar siswa setelah menggunakan bahan ajar tersebut. Penelitian ini menggunakan pendekatan Research and Development (R&D) dengan menggunakan model ADDIE, yang meliputi lima tahap yaitu analisis, desain, pengembangan, implementasi, dan evaluasi. Pada tahap analisis, tingkat literasi matematika siswa kelas 9 di empat sekolah menengah pertama (SMPN 1 & 2 Sukahening, SMPN 6 & 14 Tasikmalaya) ditemukan pada level 2-3, berdasarkan kerangka kerja PISA. Pada tahap desain, dibuatlah rencana pembelajaran yang mengintegrasikan unsur-unsur kearifan lokal Tasikmalaya. Pada tahap pengembangan, handout interaktif dibuat dengan menggunakan Canva, dengan menggabungkan pilihan font, warna, dan grafik tematik. Soal pre-test/post-test dan kuesioner persepsi siswa juga dikembangkan dan divalidasi oleh ahli materi dan ahli media, yang menghasilkan nilai kelayakan sebesar 92% (sangat layak). Siswa menyelesaikan pre-test sebelum menggunakan handout dan post-test setelahnya, diikuti dengan kuesioner tentang kepraktisan dan persepsi. Analisis data menunjukkan peningkatan rata-rata penguasaan pembelajaran dari 50,84% (pre-test) menjadi 71,18% (post-test). Siswa memberikan tanggapan yang sangat positif mengenai isi, desain, dan relevansi budaya dari materi. Abstract This study aims to identify students' initial profiles of mathematical literacy skills, design and develop mathematics teaching materials based on local wisdom to enhance mathematical literacy, and describe students’ learning outcomes after using these materials. The research employs a Research and Development (R&D) approach using the ADDIE model, which includes five phases: analysis, design, development, implementation, and evaluation. In the analysis phase, the mathematical literacy level of 9th-grade students at four junior high schools (SMPN 1 & 2 Sukahening, SMPN 6 & 14 Tasikmalaya) was found to be at levels 2–3, based on the PISA framework. During the design phase, lesson plans were created that integrated elements of Tasikmalaya’s local wisdom. In the development phase, interactive handouts were created using Canva, incorporating thoughtful choices of fonts, colors, and thematic graphics. Pre-test/post-test questions and student perception questionnaires were also developed and validated by a content expert and a media expert, resulting in a feasibility score of 92% (highly feasible).The implementation took place over four class sessions across the selected schools. Students completed a pre-test before using the handouts and a post-test afterward, followed by a questionnaire on practicality and perception. Data analysis showed an increase in average learning mastery from 50.84% (pre-test) to 71.18% (post-test). Students gave highly positive responses regarding the content, design, and cultural relevance of the materials.

Efektivitas Model Pembelajaran ARCS terhadap Kemampuan Pemecahan Masalah Matematis Siswa Adzikra, Afwa Nabila; Hermanto, Redi; Santika, Satya
J-PiMat : Jurnal Pendidikan Matematika Vol 7, No 2 (2025): J-PiMat
Publisher : Prodi Pendidikan Matematika STKIP Persada Khatu;istiwa Sintang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31932/j-pimat.v7i2.5161

Tujuan penelitian ini adalah untuk mengetahui efektivitas model pembelajaran ARCS (Attention, Relevance, Confidence, dan Satisfaction) terhadap kemampuan pemecahan masalah matematis siswa. Model ARCS menekankan empat prinsip, yaitu menarik perhatian, mengaitkan materi dengan kehidupan nyata, meningkatkan kepercayaan diri, dan memberikan kepuasan belajar. Banyak siswa SMP Negeri 7 Tasikmalaya masih mengalami kesulitan dalam memecahkan masalah matematika, padahal kemampuan ini sangat penting dalam pembelajaran. Penelitian ini menggunakan desain quasi-eksperimental dengan rancangan posttest-only nonequivalent control group. Populasi penelitian adalah seluruh siswa kelas VII, dengan kelas VII A sebagai kelompok eksperimen dan VII C sebagai kelompok kontrol yang dipilih melalui cluster random sampling. Tes esai digunakan untuk mengukur kemampuan pemecahan masalah. Hasil uji hipotesis menggunakan SPSS versi 22 menunjukkan nilai signifikansi 0,014 < 0,05, sehingga terdapat perbedaan signifikan antara kedua kelompok. Kelompok eksperimen memperoleh skor rata-rata posttest lebih tinggi daripada kelompok kontrol. Dengan demikian, model pembelajaran ARCS dinyatakan efektif dalam meningkatkan kemampuan pemecahan masalah matematis siswa. Secara tidak langsung, hasil penelitian ini berkontribusi terhadap masyarakat melalui peningkatan kualitas pembelajaran matematika di sekolah. Peningkatan tersebut dapat membentuk siswa yang lebih terampil dalam memecahkan masalah, sehingga mampu menerapkan kemampuan matematisnya dalam kehidupan sehari-hari.Kata Kunci: Model Pembelajaran ARCS, Kemampuan Pemecahan Masalah Matematis

ANALISIS KEMAMPUAN PEMAHAMAN MATEMATIS PESERTA DIDIK DITINJAU DARI PREFERENSI METODE PEMBELAJARAN DARING Wise Nursyabani; Hetty Patmawati; Satya Santika
Jurnal PAJAR (Pendidikan dan Pengajaran) Vol. 6 No. 2 (2022): March
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/pjr.v6i2.8674

Artikel ini menjelaskan tentang bagaimana menganalisis kemampuan pemahaman matematis peserta didik ditinjau dari preferensi metode pembelajaran daring. Penelitian ini dilaksanakan secara kualitatif dengan subjek penelitian melibatkan peserta didik kelas X IPA 1 di SMA Negeri 6 Tasikmalaya. Data penelitian dikumpulkan melalui tes kemampuan pemahaman matematis, penyebaran angket preferensi metode pembelajaran daring, dan wawancara. Subjek penelitian diperoleh dari hasil tes kemampuan pemahaman matematis yang memenuhi tiga indikator kemampuan pemahaman matematis terlepas dari jawaban benar dan salah pada setiap kategori preferensi, serta dapat memberikan informasi jelas saat diwawancarai. Data dianalisis dengan cara reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian diperoleh bahwa peserta didik dengan preferensi synchronous masih keliru dalam mengklasifikasikan objek menurut sifat-sifat tertentu. Peserta didik dengan preferensi asynchronous lebih dapat mengklasifikasikan objek menurut sifat-sifat tertentu, ia mengklasifikasikan pernyataan dengan benar meskipun alasan yang diberikan masih belum sesuai.

Validasi Psikometrik Instrumen Digital Preferensi Sensori untuk Deteksi Gaya Belajar Matematika Siswa Sekolah Menengah Santika, Satya; Nugraha, Depi Ardian; Mansyur, Muhamad Zulfikar; Marsika, Refi Dwi; Hendarman, Sherly Agustina
JP3M (Jurnal Penelitian Pendidikan dan Pengajaran Matematika) Vol 10, No 2 (2024)
Publisher : Program Studi Pendidikan Matematika, FKIP, Universitas Siliwangi, Tasikmalaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/jp3m.v10i2.18066

The urgency to individualize mathematics instruction in secondary education has highlighted the necessity for reliable, contextually appropriate assessment tools that identify students’ sensory learning preferences. However, existing instruments—especially digital ones—often lack rigorous psychometric validation, limiting their practical and theoretical utility. This study aimed to develop and validate a digital instrument for assessing sensory learning preferences (visual, auditory, kinesthetic) among Indonesian middle school students, focusing on content validity, construct validity, internal consistency, and item discrimination. Employing a research and development approach using the ADDIE model, the instrument was created through a participatory process involving experts in mathematics, educational psychology, and digital learning, alongside teachers and students. Validation processes included expert content review, pilot testing, and large-scale field implementation with 134 students from diverse urban and peri-urban schools in Tasikmalaya. Content validity indices indicated high expert agreement, while exploratory and confirmatory factor analyses confirmed a robust three-factor structure consistent with theoretical expectations. Reliability analysis revealed strong internal consistency across all dimensions. All items demonstrated satisfactory discrimination power. The digital instrument was positively received by both teachers and students, facilitating efficient identification of students’ dominant learning preferences and supporting adaptive mathematics instruction. This research provides empirical evidence for the feasibility and utility of psychometrically validated digital assessment in Indonesian educational settings, offering a scalable tool to promote data-driven instructional differentiation. Future studies are recommended to further expand the instrument’s scope and examine its impact on learning outcomes longitudinally.Keywords: sensory learning preferences; digital assessment; psychometric validation; mathematics education; secondary school.

Integrating Geometer’s Sketchpad and Realistic Mathematics Education: A Visual Media Model for Plane Geometry Redi Hermanto; Satya Santika; Depi Ardian Nugraha; Vepi Apiati
Mosharafa: Jurnal Pendidikan Matematika Vol. 14 No. 3 (2025): July
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v14i3.3523

Permasalahan rendahnya pemahaman mahasiswa terhadap materi geometri bangun datar akibat media pembelajaran yang kurang interaktif dan kontekstual menjadi fokus penelitian ini. Untuk mengatasi hal tersebut, penelitian ini berupaya mengintegrasikan Geometer’s Sketchpad (GSP) dengan pendekatan Realistic Mathematics Education (RME) menjadi sebuah media visual interaktif. Penelitian ini bertujuan menilai kualitas media dari aspek validitas, kepraktisan, dan efektivitas. Proses pengembangan mengikuti model ADDIE, melibatkan 32 mahasiswa pendidikan matematika yang mengikuti perkuliahan geometri di Universitas Siliwangi. Instrumen penelitian menggunakan lembar penilaian ahli, angket kepraktisan, dan tes penguasaan konsep. Analisis data menunjukkan media telah tervalidasi (87,75%), dinilai praktis (86,5%), dan mampu meningkatkan hasil belajar mahasiswa (N-Gain 0,53). Media ini terbukti layak dan efektif dalam memperkuat pemahaman geometri bangun datar pada mahasiswa. The low level of students' understanding of plane geometry material, attributed to the lack of interactive and contextual learning media, has become the focus of this research. To address this issue, the study aims to integrate Geometer's Sketchpad (GSP) with the Realistic Mathematics Education (RME) approach to develop an interactive visual media. The objective of this research is to evaluate the quality of the media in terms of validity, practicality, and effectiveness. The development process follows the ADDIE model and involves 32 mathematics education students enrolled in geometry courses at Siliwangi University. The research instruments include expert validation sheets, practicality questionnaires, and concept mastery tests. Data analysis indicates that the media has been validated with a score of 87.75%, rated as practical at 86.5%, and demonstrated the ability to improve students' learning outcomes, with a normalized gain (N-Gain) of 0.53. The media is proven to be feasible and effective in enhancing students' understanding of plane geometry.

Penilaian Digital Adaptif terhadap Gaya Belajar: Meningkatkan Pembelajaran Matematika yang Dipersonalisasi melalui Preferensi Sensorik Satya Santika; Depi Ardian Nugraha; Muhamad Zulfikar Mansyur
Pasundan Journal of Mathematics Education : Jurnal Pendidikan Matematika Vol. 16 No. 1 (2026): Pasundan Journal of Mathematics Education: Jurnal Pendidikan Matematika
Publisher : Program Magister Pendidikan Matematika, Pascasarjana, Universitas Pasundan in collaboration with Asosiasi Guru Matematika Indonesia (AGMI) and Indonesian Mathematics Educators' Society (IMES)

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

This study aims to develop and validate an adaptive digital assessment system for identifying students’ learning styles based on sensory preferences to enhance personalized mathematics instruction at the secondary school level. Using a Research and Development approach with the ADDIE model, the digital instrument was designed, tested, and refined in three public junior high schools with varying levels of technological infrastructure. The digital assessment demonstrated high validity and reliability, efficiently mapping students’ sensory-based learning profiles in real-time. The system provides automated instructional recommendations that are easily adopted by teachers. Field implementation involved 128 students and 6 mathematics teachers, showing that 81.2% of students completed the assessment independently and 92% found it helpful in understanding their learning preferences. The distribution revealed dominant visual (42.2%) and kinesthetic (24.2%) styles, with a significant proportion of multi-sensory learners (11.7%). The system outperformed conventional and comparable digital tools in terms of sensitivity, efficiency, and effectiveness in supporting personalized learning. Implementation challenges related to infrastructure and digital literacy were observed. This study provides strong empirical evidence for the practical contribution of adaptive digital assessment in advancing data-driven, student-centered mathematics education.

Design of Mathematics Teaching Materials Based on Local Wisdom for Strengthening Mathematical Literacy on Social Arithmetic Material Mega Nur Prabawati; Satya Santika; Eva Mulyani
Mosharafa: Jurnal Pendidikan Matematika Vol. 13 No. 4 (2024): October
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v13i4.1868

Abstrak Penelitian ini bertujuan untuk mengidentifikasi profil awal kemampuan literasi matematis siswa, merancang dan mengembangkan bahan ajar matematika berbasis kearifan lokal untuk meningkatkan literasi matematis, dan mendeskripsikan hasil belajar siswa setelah menggunakan bahan ajar tersebut. Penelitian ini menggunakan pendekatan Research and Development (R&D) dengan menggunakan model ADDIE, yang meliputi lima tahap yaitu analisis, desain, pengembangan, implementasi, dan evaluasi. Pada tahap analisis, tingkat literasi matematika siswa kelas 9 di empat sekolah menengah pertama (SMPN 1 & 2 Sukahening, SMPN 6 & 14 Tasikmalaya) ditemukan pada level 2-3, berdasarkan kerangka kerja PISA. Pada tahap desain, dibuatlah rencana pembelajaran yang mengintegrasikan unsur-unsur kearifan lokal Tasikmalaya. Pada tahap pengembangan, handout interaktif dibuat dengan menggunakan Canva, dengan menggabungkan pilihan font, warna, dan grafik tematik. Soal pre-test/post-test dan kuesioner persepsi siswa juga dikembangkan dan divalidasi oleh ahli materi dan ahli media, yang menghasilkan nilai kelayakan sebesar 92% (sangat layak). Siswa menyelesaikan pre-test sebelum menggunakan handout dan post-test setelahnya, diikuti dengan kuesioner tentang kepraktisan dan persepsi. Analisis data menunjukkan peningkatan rata-rata penguasaan pembelajaran dari 50,84% (pre-test) menjadi 71,18% (post-test). Siswa memberikan tanggapan yang sangat positif mengenai isi, desain, dan relevansi budaya dari materi. Abstract This study aims to identify students' initial profiles of mathematical literacy skills, design and develop mathematics teaching materials based on local wisdom to enhance mathematical literacy, and describe students’ learning outcomes after using these materials. The research employs a Research and Development (R&D) approach using the ADDIE model, which includes five phases: analysis, design, development, implementation, and evaluation. In the analysis phase, the mathematical literacy level of 9th-grade students at four junior high schools (SMPN 1 & 2 Sukahening, SMPN 6 & 14 Tasikmalaya) was found to be at levels 2–3, based on the PISA framework. During the design phase, lesson plans were created that integrated elements of Tasikmalaya’s local wisdom. In the development phase, interactive handouts were created using Canva, incorporating thoughtful choices of fonts, colors, and thematic graphics. Pre-test/post-test questions and student perception questionnaires were also developed and validated by a content expert and a media expert, resulting in a feasibility score of 92% (highly feasible).The implementation took place over four class sessions across the selected schools. Students completed a pre-test before using the handouts and a post-test afterward, followed by a questionnaire on practicality and perception. Data analysis showed an increase in average learning mastery from 50.84% (pre-test) to 71.18% (post-test). Students gave highly positive responses regarding the content, design, and cultural relevance of the materials.

Enhancing Mathematical Modeling and Ethnomathematics Learning Through Virtual Reality: A Case Study in Higher Education Satya Santika; Depi Ardian Nugraha; Mega Nur Prabawati
Mosharafa: Jurnal Pendidikan Matematika Vol. 14 No. 1 (2025): January
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v14i1.2021

Penelitian ini menjawab kebutuhan inovasi dalam pembelajaran matematika dengan mengintegrasikan Virtual Reality (VR) pada mata kuliah Pemodelan Matematika dan Etnomatematika, sebuah terobosan yang membedakannya dari studi sejenis yang terbatas pada geometri. Berlandaskan teori konstruktivisme, pendekatan ini dirancang untuk menciptakan pengalaman belajar aktif yang meningkatkan keterlibatan, pemahaman konseptual, dan motivasi mahasiswa. Metode pengembangan 4D (Define, Design, Develop, Disseminate) digunakan dengan evaluasi melalui tes, survei (reliabilitas α=0,85), dan observasi. Hasil uji coba awal membuktikan efektivitas model ini, ditunjukkan oleh peningkatan signifikan dalam ketiga aspek tersebut. Konten VR yang dikembangkan telah memperoleh sertifikat HaKI, menjamin orisinalitasnya. Temuan penelitian ini tidak hanya menawarkan model integrasi teknologi imersif yang dapat diadopsi perguruan tinggi, tetapi juga merekomendasikan penelitian lanjutan dengan desain eksperimental dan evaluasi retensi pengetahuan jangka panjang untuk mendukung implementasi Kurikulum Merdeka Belajar secara lebih luas dan efektif. This study addresses the need for innovation in mathematics learning by integrating Virtual Reality (VR) into the Mathematical Modelling and Ethnomathematics courses, a breakthrough that distinguishes it from similar studies limited to geometry. Based on constructivist theory, this approach is designed to create an active learning experience that increases student engagement, conceptual understanding, and motivation. The 4D (Define, Design, Develop, Disseminate) development method was used with evaluation through tests, surveys (reliability α=0.85), and observations. Initial trial results proved the effectiveness of this model, as shown by significant improvements in all three aspects. The developed VR content has obtained an intellectual property rights certificate, guaranteeing its originality. The findings of this study not only offer an immersive technology integration model that universities can adopt but also recommend further research with experimental designs and long-term knowledge retention evaluations to support the broader and more effective implementation of the Merdeka Belajar Curriculum.

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