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Ida Dwijayanti

Universitas PGRI Semarang

Author-ID : 256768

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School ARventure: A design thinking framework for gamified augmented reality mathematics learning for students with intellectual disabilities Erika Kurniasari; Ida Dwijayanti; Nizaruddin
Journal of Advanced Sciences and Mathematics Education Vol. 6 No. 1 (2026): Journal of Advanced Sciences and Mathematics Education
Publisher : CV. FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/jasme.v6i1.1082

Background: Students with intellectual disabilities often experience difficulties in learning mathematics due to limitations in working memory, challenges in processing abstract symbols, and the limited availability of adaptive learning media in special education settings. In many special schools, mathematics instruction still relies on static physical manipulatives that provide limited opportunities to connect abstract mathematical ideas with meaningful learning experiences. Aims: This study aims to propose a conceptual design framework called School ARventure, a gamified Augmented Reality mathematics learning environment integrated with a three-dimensional school model to support contextual mathematics learning for students with intellectual disabilities. Method: This research employed a qualitative design guided by the Design Thinking framework, focusing on the stages of Empathize, Define, and Ideate. Data were collected through classroom observations, questionnaires, and semi structured interviews involving teachers and students from three special education schools. The instruments were validated by experts, and the data were analyzed using thematic analysis to identify learning barriers, user needs, and design requirements. Results: The study produced an initial design framework addressing three main needs: concrete visualization of numerical quantities, reduced motor demands in measurement activities, and simplified representation of mathematical word problems. Three AR based features were conceptualized: AR Counting Adventure, AR Length Virtual Ruler, and Animated Story Quest, integrated with a physical school model as a contextual anchor. Conclusion: The findings present School ARventure as a Design Thinking based framework for gamified Augmented Reality mathematics learning for students with intellectual disabilities and provide a foundation for future prototype development and empirical evaluation.

Exploring cultural technological mathematics learning in vocational schools for creative thinking Wilda Febriana Wijayanti; Ida Dwijayanti; Lukman Harun
Journal of Advanced Sciences and Mathematics Education Vol. 6 No. 1 (2026): Journal of Advanced Sciences and Mathematics Education
Publisher : CV. FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/jasme.v6i1.1115

Background: Mathematics education in vocational schools faces challenges in fostering students’ creative thinking, particularly in understanding abstract concepts and generating alternative solutions. Classroom practices often emphasize procedural replication, while teachers encounter difficulties in addressing diverse learning needs, highlighting the need for innovative, contextual, and culturally responsive approaches. Aims: This study aims to strengthen vocational students’ creative thinking in mathematics by designing an integrated instructional model that combines pedagogy, technology, and cultural elements. Methods: A qualitative design thinking approach was applied through the stages of Empathize, Define, Ideate, Prototype, and Test/Evaluate. Data were collected using questionnaires, interviews, and classroom observations to identify student and teacher needs. The proposed model was further examined through a meta-analysis using effect size calculations to synthesize findings from relevant empirical studies. Results: The findings indicate that students need more flexible, innovative, and culturally meaningful learning experiences. An instructional prototype, Gema-Batik, was developed by integrating Project-Based Learning, ethnomathematics, GeoGebra, and jBatik within a design thinking framework. The model emphasizes problem orientation, exploration, digital modeling, motif creation, and presentation, targeting creative thinking indicators such as fluency, flexibility, originality, and elaboration. Meta-analytic results show a high pooled effect size, indicating strong potential to enhance creative thinking and related competencies. Conclusion: The Gema-Batik model offers a novel, culturally grounded, and technology-integrated approach that contributes both theoretically and practically to vocational mathematics education, particularly in fostering creative thinking aligned with the demands of creative industries.

Enhancing vocational students’ mathematical problem-solving through contextual teaching factory learning Muhtarom Muhtarom; Hary Nurprio Utomo; Ida Dwijayanti
Jurnal Elemen Vol 12 No 2 (2026): April
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v12i2.31809

The discrepancy between classroom mathematics and the demands of the Business and Industrial World often results in less-than-ideal problem-solving ability for vocational high school students. To meet this challenge, learning methods that link mathematics to real-world work contexts are needed. The purpose of this study is to investigate the effectiveness of integrating the Teaching Factory (TeFa) model with a contextual learning approach in teaching relations and functions. A quantitative quasi-experimental method with the pre-test–post-test control group design was employed. The sample was 46 eleventh-grade pharmacy students at Muhammadiyah Al Manaar Vocational High School, Pemalang, selected through purposive sampling and divided equally into experimental and control groups. Data were collected using a validated mathematical problem-solving instrument and analysed using an independent samples t-test. Post-test performances differed significantly between the two groups (p < 0.05). The experimental group gained a moderate improvement with an N-gain score of 0.42. Moreover, the Cohen’s d value of 0.81 indicated a large effect of the TeFa model compared with conventional instruction. These findings indicate that the integration of TeFa and contextual learning is effective to improve students’ mathematical problem-solving abilities while reinforcing the relevance of mathematics learning to real industrial workplace contexts in vocational education.

Development of Gen-M Media Based on Active Learning Approach to Enhance Critical Thinking and Mutual Cooperation Characters in Mathematics Learning for Fifth-Grade Elementary Students Oky Wulandari; Ida Dwijayanti; Iin Purnamasari
Jurnal Kependidikan : Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran, dan Pembelajaran Vol. 12 No. 2 (2026): June
Publisher : LPPM Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v12i2.20225

This study aims to develop Gen-M Media (Dragon Mathematics Educational Game), based on an active learning approach, that is valid, practical, and effective in enhancing students’ critical thinking skills and fostering cooperative character in mathematics learning among fifth-grade elementary school students. The study employed a Research and Development (R&D) method using the ADDIE model, which consists of five stages: analysis, design, development, implementation, and evaluation. The instruments used included validation sheets, questionnaires, observation sheets, and critical thinking tests. Validation sheets were administered to media experts, material experts, and practitioners to assess the validity and feasibility of the Gen-M media. Questionnaires were distributed to teachers and students to evaluate practicality. Observation sheets were used to assess the development of students’ cooperative character. In addition, pretests and posttests were used to measure critical thinking skills. The data were analyzed using both qualitative and quantitative techniques. The results indicated that: (1) expert and practitioner validation categorized the media as “highly appropriate”; (2) practicality tests yielded scores of 95% from teachers and 91.17% from students, classified as “very practical”; and (3) quantitative analysis confirmed that the Gen-M media significantly improved students’ critical thinking skills by [insert value]% and fostered cooperative character development. In conclusion, the Gen-M media integrated with an active learning approach is a valid, practical, and effective instructional tool that positively influences both the cognitive and social competencies of elementary school students in mathematics education.

Design thinking-based needs analysis for developing AR- and gamification-enhanced learning media to improve vocational students’ numeracy skills Rahmawati, Lu'lu Imania; Purwosetiyono, F. X. Didik; Dwijayanti, Ida
Indonesian Journal of Science and Mathematics Education Vol. 9 No. 1 (2026): Indonesian Journal of Science and Mathematics Education
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ijsme.v9i1.31348

Numeracy is a crucial competency for high school students, but many students struggle with contextual numeracy problems because they use interactive learning media infrequently. This study aims to analyze the learning needs of vocational high school students and design innovative solutions to improve their numeracy skills. The key innovative aspect of this study lies in integrating design thinking, Augmented Reality (AR), and gamification approaches on the Assemblr Edu and Kahoot (ALOOT) platforms. The methodological approach used is qualitative, integrating the empathizing, defining, and ideation phases of Design Thinking with meta-analysis. Participants included 101 students and 9 mathematics teachers. The initial study results indicated that students face significant challenges in understanding contextual numeracy problems due to the inherent limitations of interactive media. A meta-analysis of 10 relevant articles revealed a highly significant effect of AR and gamification on numeracy skills, with an effect size of 1,400, indicating a very large effect. The practical implications of this research include developing user-centered instructional media guidelines, increasing student engagement and active motivation through interactive learning, and strengthening the relevance of numeracy content to real-world work and the vocational contexts faced by vocational high school students.

PENGEMBANGAN MEDIA PEMBELAJARAN "JEJAK TIMUR" BERBASIS CAGAR BUDAYA SMAN 1 SEMARANG UNTUK MENINGKATKAN BERPIKIR KRITIS SISWA Ida Dwijayanti; Aryo Andri Nugroho; Dhidik Joko Purnomo
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol. 15 No. 1 (2026)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v15i1.14282

Penelitian ini didasarkan pada kemampuan berpikir kritis siswa rendah yang ditandai diantaranya kesulitan memahami informasi, menganalisis, mengevaluasi, serta mengaitkan konsep abstrak dengan konteks nyata. Kondisi ini menegaskan perlunya strategi media pembelajaran inovatif berorientasi pada kebutuhan siswa dan guru. Penelitian ini bertujuan untuk mengembangkan media Jejak Timur berbasis Cagar Budaya SMAN 1 Semarang dan menguji efektivitasnya dalam meningkatkan kemampuan berpikir kritis siswa. Penelitian menggunakan model pengembangan ADDIE (Analysis, Design, Development, Implementation dan Evaluation) terintegrasi dengan pendekatan Design Thinking (Emphatize, Define, Ideate, Prototype, Test). Penelitian ini melibatkan 90 siswaÂ dan 8 guru matematika dari SMAN 1, SMAN 5 dan SMAN 14 sebagai responden kebutuhan siswa dan guru. Selanjutnya penelitian difokuskan di SMAN 1 Semarang kelas X.04 sebagai eksperimen dan kelas X.05 sebagai kontrol. Data dikumpulkan melalui angket, wawancara, dokumentasi, dan tes. Efektivitas produk diukur melalui tes kemampuan berpikir kritis yang kemudian dianalisis dengan ui t. Hasil penelitian pengembangan media jejak timur sebagai berikut: (1) hasil uji validasi didapatkan rata-rata kelayakan seluruh aspek media lebih dari 90%, dinilai sangat valid; (2) hasil uji kepraktisan sebesar 89,25% dengan kategori sangat praktis; (3) hasil uji efektivitas media dengan analisis uji-t dua pihak memperlihatkan terdapat perbedaan signifikan antara kelas eksperimen dan kontrol. Nilai rata-rata posttest kelas eksperimen sebesar 77,22 dan kelas kontrol sebesar 70,36. Untuk nilai uji t dengan Sig. (2-tailed) = 0,044 < 0,05. Uji N-Gain rata-rata peningkatan kelas eksperimen sebesar 0,61. Dengan demikian media Jejak Timur berbasis cagar budaya SMAN 1 Semarang dapat meningkatkan berpikir kritis siswa.

Design Of A Mathematics Test Instrument Based On Pharmacy Vocational Training With Rasch Model Analysis On Students' Mathematical Problem-Solving Ability Hary Nurprio Utomo; Muhtarom Muhtarom; Ida Dwijayanti
Mathline : Jurnal Matematika dan Pendidikan Matematika Vol. 10 No. 3 (2025): Mathline : Jurnal Matematika dan Pendidikan Matematika
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/mathline.v10i3.867

This research aims to measure students' mathematical problem-solving abilities using a pharmacy-based vocational mathematics test instrument with Rasch model analysis. The development model in this research is 4D design by Thiagarajan, which includes the stages: define, design, development, and disseminate, but in this study, it is limited to the Development stage. Respondent data from 30 students with a total of 5 questions yielded results indicating that the expert validity of all five questions is very good. The reliability of test items and students was analyzed, revealing weak reliability for students and sufficient reliability for the questions; and the reliability of the interaction between individuals or students with the overall test items falls into the weak category. The overall difficulty level of the questions falls into the fairly good category, which includes items that are neither too difficult nor too easy, specifically in the moderate, easy, and difficult categories. In conclusion, the analysis of the pharmacy vocational-based mathematics test instrument using the Rasch model analysis is declared valid, reliable, and has a good level of difficulty.

Implementation Design Thinking in Google Sites with TaRL-Approach to Improve Mathematical Problem-Solving Skills Rinayanti Budi Harpeningtyas; Nizaruddin Nizaruddin; Ida Dwijayanti
Mathline : Jurnal Matematika dan Pendidikan Matematika Vol. 10 No. 4 (2025): Mathline : Jurnal Matematika dan Pendidikan Matematika
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/mathline.v10i4.1029

The 21st century requires individuals toahaveatheaabilityato think_comprehensively, especially in criticalaandacreative_thinking. The result of the PISA study show that the literacy skills of Indonesian student are still relatively low, including in terms of numeracy or mathematical problem solving. Preliminary data shows that most students have a "normal" feeling about math lessons (45%) and feel less confident when-learning maths (47.2%). Teachers also face difficulties in providing learning materials that_are in-accordanceawith the level of students' abilities due to heterogeneity in the classroom. Thisastudyaaimsatoadetermine theaeffectivenessaofagoogleasites-basedalearning media with the integration of design thinking and ADDIE as a development approach, as well as using the Teaching at the Right Level-(TaRL) method in media preparation. The stages of empathize, -define, ideate, aprototype, aandatestainadesignathinking are combined with the-ADDIE (Analysis,aDesign,aDevelopment,aImplementation, Evaluation) cycleatoaproduceamediaathatasuits the needs of students. The-subject ofathis study-is a-grade XI-student of State High School 4 Semarang. The results of data analysis showed anaincreaseainathe-mathematical problem-solving-abilityaofastudents with an-N-Gainascoreaofa0.7 (high-category) and t-test results of 1.711 which is greater than the t-table of 1.67. In addition, thearesultsaofatheaanalysisaof-the classical-learning-completenessatest show that theaproportion of completeness of materialistic problem ability is achieved. Theoretically, this research contributes to the study of technology-based learning with the application of TaRL, and is able to support constructivistic theory and effectively improve students' mathematical problem-solving skills.

Design Thinking in Minimum Competency Assessment: Its Effect on Vocational Students’ Numeracy Skills Sulistiyorini Sulistiyorini; Ida Dwijayanti; Muhtarom Muhtarom
JURNAL PENDIDIKAN MATEMATIKA Vol. 9, No. 2: November 2025
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/kontinu.9.2.167-189

Abstract. The 21st century requires individuals to have the ability to think comprehensively, especially in critical and creative thinking. However, there is a significant gap between global competency demands and student competency achievement in Indonesia. The results of the PISA study show that the literacy skills of Indonesian students are still relatively low, including in terms of numeracy or contextual problem solving. Based on a preliminary study of 658 vocational school students in Semarang, as many as 81.9% considered mathematics as a difficult subject. This research uses a qualitative approach with the Design Thinking method and ADDIE R&D model development design. The stages of Design Thinking applied include: the empathize stage to explore students' learning needs through interviews and observations; the definition stage to identify the main problems in learning; the ideate stage to design an AKM-based learning solution; prototype stage to create interactive media and LKPD; as well as the test stage to implement the media and assess its effectiveness through the Minimum Competency Assessment (AKM). Numeracy ability is studied through three main indicators, namely (1) the use of numerical and symbolic representations, (2) information analysis in the form of tables, graphs, images, and diagrams, and (3) the formulation of conclusions or predictions from available data. Data is collected through tests and analyzed descriptively as well as statistical tests. The results of the analysis showed that of 36 students in grade XI of SMK Negeri 1 Semarang, 86% had numeracy skills in the very high category and 14% in the high category, obtained a significance value (Sig.) for class XI TO 2 of 0.109 and for class XI TO 3 of 0.134. Both values are greater than 0.05, so it can be concluded that the data from both classes come from a normally distributed population. The average post-test score of the experimental class was 85.39 higher than the control class of 84.16. This indicates that the work on AKM questions and the use of media based on the Design Thinking approach contribute statistically significantly to improving students' numeracy skills. Thus, AKM has proven to be effective as a measuring tool as well as a strategy to increase numeracy in mathematics learning at vocational schools.Keywords: Minimum Competency Assessment, Numeracy Ability of Vocational School Students, Design Thinking Approach in Mathematics.

PENINGKATAN HASIL BELAJAR SISWA MELALUI PBL BERBASIS MEDIA AUDIO VISUAL DIKELAS VI SDN PANDEAN LAMPER04 SEMARANG Achmad Asrori; Ida Dwijayanti; Fenny Roshayanti
Journal Prakarsa Paedagogia Vol. 6 No. 1 (2023): Juni 2023
Publisher : Universitas Muria Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24176/jpp.v6i1.10101

The purpose of this study was to find out that the problem-based learning method on audio-visual media can improve the learning outcomes of class VI students at SD Negeri Pandean Lamper 04. Information on the material being taught is obtained from tests at the end of each cycle. Meanwhile, with the help of the observation form at PPL I, information was obtained about student performance and the process of implementing teacher learning. The results showed that learning through a problem-based learning model or Problem Based Learning with audio-visual media can improve student learning outcomes. The average percentage value of students in the pre-cycle period was 40% and in the first cycle period it increased to 65% for the completeness score and 85% for cycle II. From the results of this study it can be concluded that by applying the Problem Based Learning learning model can improve student learning outcomes

Co-Authors Achmad Asrori Achmad Asrori Achmad Buchori Aditya, Derisna Aditya, Derisna Aeti, Siti Agnita Siska Pramasdyahsari, Agnita Siska Agustin Arum Setiyana Ainiyyah, Qurrotul Ali Shodiqin Alvianti, Shintya Dewi Meilla Amalia Fitria Ningsih Amimah, Zulaekhah Anggi Tristianti Anindyo Windi Sulistyowarno Annisa, Herwayuninda Antika Hananda Elya Adam Anto, Andi Timor Lusiyati Anton Sukarno,, Anton Anuraga, Bayu Septian Aprilia Nur Widyanti Ardiana Nur Maulida Hakim Ardianingtyas, Illyuna Rizki Ari Susanti Ariyani, Latifatul Arum Asmawati Aryo Andri Nugroho Asfijatun Asmawati, Arum Atik Wahidatul Hasanah Aurora Nur Aini Bagus Ardi Saputro Budi Astuti Candra Kristiyan Dayati Erni Cahyaningrum Derisna Aditya Devega, Lidya Devega, Lidya Septia Dewi Mashitoh Dewi Wulandari Dewi, Tiyas Purnama Kartika Dhian Endahwuri Dhidik Joko Purnomo Diah Pitaloka Aldaningtyas Dinda Setya Nurhanisa Dwi Ariyanti, Mei Riska Dwi Retno Sriwahyuni Dwi Suratimah Eka Sulistyowati, Eka EKO YULIANTO Eny Astuti Erika Kurniasari Erma Khristiyowati Erni Kurniawati Ervina Eka Subekti Fatekhah, Khoiril Fatimah, Nurulul Fatmala, Eva Febriani, Saniya Fenny Roshayanti Fenyvesi, Kristof Ferina Agustini Filia Prima Artharina Fine Reffiane Finola Anastasia Putri Firdausy, Angelina Galuh Ajeng Mulatsih Galuh Habsanul Aisyah Hargiarti, Widya Sonia Harminanti, A. Tuty Hary Nurprio Utomo Henry Januar Saputra, Henry Januar Hernawati, I Gusti Putu Wati Herowati, Eny I Ketut Budayasa Iffana FR Iin Purnamasari Is Suroya, Mualifatunisa Ismartiningsih, Ismartiningsih Ismatul Khasanah isnaini naffi'an isnaini naffi'an Istiana Wijayanti Izzah, Khodijah Habibatul J Sustaminawhanti Jaka, Jaka Joko Siswanto Joko Sulianto . . Joko Suliyanto Joko Suliyanto Junaedah, Tati Juwitaningrum Kalifah, Fitria Karomah, Tiara Dwi Koyimah, Siti Kurniawan, Ganang Aji Kusen Kusen Kustiana Dewi Kusumasari, Ervita Dwi Lestari, Alberta Budi Lidya Devega Lilik Ariyanto Lukman Hakim Lukman Harun Lutfiyana Lutfiyana M A Budiman M. Arief Rohman Maharani Dwi Ayuni Mansyur, Madaliyah Izah Maria Ulfah Maria Ulfah . Maulidasari, Selly Seltyniya Mei Fita Asri Untari Monica Arningsari Mudzanatun Muhammad Arief Rohman Muhammad Prayito Muhtarom muhtarom Mulyani Mulyani Nailia, Vika Nailul Farichah, Rima Naufanda, Muchammad Fitra Navia, Anin NISA, ZUHROTUN Niwi Sruti Handayani Nizaruddin Nizaruddin Noordin, Muhammad Khair Noviasari, Tutik Nur Aina Dwi Wulandari Nur Chasanah Nurfarida, Akhdian Dwi Nurin Amalina, Farah Nuza Hery Setyani Oky Wulandari P, Agnita Siska Prasetyo Yuda Atmoko Pratiwi, Yogi Indah Purnomo, Dhidik Joko Purwosetiyono, F. X. Didik Putri, Isroviana Ardani R E Utami Rafika Nuriafuri Rahayu Rahayu Rahayu, Zunika Agung Rahma Dani, Esti Aulia Rahmasuri, Anggita Ratih Rahmawati, Lu'lu Imania Rasiman Rasiman Rasiman Reski Wening Asmarani Ria Indrawati Rina Dwi Setyawati Rinayanti Budi Harpeningtyas Risnawati, Nani Rizky Esti Utami, Rizky Esti Rizqianna, Tsania Ayyusti Rizqiya A'izzatul Khusniyah Rochamin Rohmah Khasanah Rohmah, Siti Muarifatul Salim, Amrul Saputro, Susilo Adi Sari, Galuh Veranika Ferdiana Septiaji Evi Natanti Setiyana Fajar Wati Setiyana, Agustin Arum Sholikhah Siti Marfuah, Siti Sofiani, Eka Putri Solekah Sri Mujiatun Sri Mujiatun Sri Wahyuni Sriyatun Startyaningsih, Theresia Sugiyartini, Puji Sukat Sukma Nur Ardini Sulistiyorini Sulistiyorini Sulistyowarno, Anindyo Windi Sumarno Sumarno , Sumarno Sumarno . Sumarno Sumarno Sumarno Sumarno Sunandar Sunandar Supandi Surya, Adi Darma Susi Handayaningsih Susianingsih, Ika Sustaminawhanti, J Sustaminawhanti, J. Sutinah Tajqiyah, Lina Tatag Yuli Eko Siswono Theresia Sawitri Tristianti, Anggi Triyono Triyono Triyono Triyono Utami, Linda Putri Utomo, Hary Nurprio Utomo, Hary Nurprio Utomo Wahyu Tri Utami Wati, Lisa Wati, Setiyana Fajar Widayati, Ligar Wilda Febriana Wijayanti Winda Ardyani wulandari, oky Wulansari, Mia Yogi Indah Pratiwi Yulinda Putri, Gracelia Zakiyah, Luluk

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