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Ely Susanti

Universitas Sriwijaya

Author-ID : 2653819

Religion Agriculture, Biological Sciences & Forestry Arts Humanities Astronomy Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Engineering Environmental Science Health Professions Immunology & microbiology Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Medicine & Pharmacology Physics Public Health Social Sciences Other

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Interactive Digital Teaching Materials Based on Numeracy: Development Studies on Statistical Material with The Context of Musi Banyuasin Bariyah, Leny; Susanti, Ely; Aisyah, Nyimas
Kreano, Jurnal Matematika Kreatif-Inovatif Vol. 16 No. 2 (2025): Kreano, Jurnal Matematika Kreatif-Inovatif
Publisher : UNNES JOURNAL

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/kreano.v16i2.29600

Students' numeracy skills remain low, and some digital teaching materials are designed to support concentration and problem-solving through interactive features. In fact, students' Android devices have yet to be fully optimized for learning. This study aims to produce valid and practical digital teaching materials and to describe student responses after their use. The research followed the Plomp development model, consisting of four phases: preliminary investigation, design, realization, and test, evaluation, and revision. The subjects were 20 seventh-grade students from SMP Negeri 4 Jirak Jaya. Data were collected through questionnaires, observations, documentation, and interviews, and analyzed using descriptive quantitative and qualitative methods. The results show that the material is valid in terms of content, construction, language, and ICT, and is practical for use. Students' numeracy also improved to a good category. The digital material has potential effects on numeracy and is recommended for classroom use. Abstrak Kemampuan numerasi siswa masih rendah, dan beberapa materi pembelajaran digital dirancang untuk mendukung konsentrasi dan pemecahan masalah melalui fitur interaktif. Faktanya, perangkat Android siswa belum sepenuhnya dioptimalkan untuk pembelajaran. Studi ini bertujuan untuk menghasilkan materi pembelajaran digital yang valid dan praktis serta mendeskripsikan respons siswa setelah penggunaannya. Penelitian ini mengikuti model pengembangan Plomp, yang terdiri dari empat fase: preliminary investigation, design, realization, and test, evaluation, dan revision. Subjek penelitian adalah 20 siswa kelas tujuh dari SMP Negeri 4 Jirak Jaya. Data dikumpulkan melalui kuesioner, observasi, dokumentasi, dan wawancara, dan dianalisis menggunakan metode kuantitatif dan kualitatif deskriptif. Hasil penelitian menunjukkan bahwa materi tersebut valid dari segi isi, konstruksi, bahasa, dan TIK, serta praktis untuk digunakan. Kemampuan numerasi siswa juga meningkat ke kategori baik. Materi digital tersebut memiliki potensi pengaruh terhadap kemampuan numerasi dan direkomendasikan untuk digunakan di kelas.

Matrix Material Learning Design Using Context of Bookshelf to Support High School Students Understand Concepts Trisna Wulandari; Zulkardi; Ely Susanti; Meryansumayeka Meryansumayeka
MATHEMA: JURNAL PENDIDIKAN MATEMATIKA Vol. 7 No. 2 (2025): MATHEMA
Publisher : Universitas Teknokrat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33365/jm.v7i2.129

Understanding concepts is something that students need to have because concepts in mathematics are interrelated with each other. The purpose of this study was to determine the learning design on matrix material using the concept of bookshelves (lockers) that can support the understanding of the matrix concept of high school students. The researcher designed a student activity sheet with the context of bookshelves (lockers) that are often found in the school environment that are used in learning. The subjects of the study were 35 high school students in grade XI at SMA Srijaya Negara Palembang. The research method used was design research through three stages, namely the preparation for the experiment, the design experiment, and retrospective analysis. Data collection through the results of student activity sheets and interviews. The data collected were analyzed descriptively. This study produced Hypothetical Learning Trajectory (HLT) which can support student understanding to the concept of matrices.

MENGUPAS TUNTAS BANGUN RUANG SISI LENGKUNG : KAJIAN KOMPREHENSIF BUKU TEKS MATEMATIKA Risa Rahmatia Firsta; Cecil Hiltrimatrin; Ely Susanti
JNPM (Jurnal Nasional Pendidikan Matematika) Vol 9 No 2 (2025)
Publisher : Universitas Swadaya Gunung Jati

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33603/jnpm.v9i2.10266

Penelitian ini menganalisis dan membandingkan penyajian materi bangun ruang sisi lengkung (tabung, kerucut, dan bola) pada tiga buku teks matematika yang berbeda: buku teks internasional dari India, buku teks Kurikulum Merdeka, dan buku teks Kurikulum 2013 Indonesia. Menggunakan pendekatan kualitatif, penelitian mengevaluasi akurasi konten (fakta, konsep, prinsip), variasi level kognitif soal (berdasarkan taksonomi Bloom), kesesuaian dengan standar PISA, serta pengembangan kemampuan pemecahan masalah. Temuan menunjukkan bahwa Buku Internasional konsisten dalam penyajian fakta dan prinsip, namun minim soal tingkat tinggi (C5-C6). Kurikulum Merdeka memiliki pendekatan kontekstual tetapi mengandung kesalahan konseptual, seperti ketidakkonsistenan satuan dan rumus kerucut. Sementara itu, Kurikulum 2013 menawarkan sebaran soal yang beragam hingga level kreativitas (C6), meskipun terdapat ketidaktepatan dalam definisi kesebangunan bangun ruang. Penelitian ini menyimpulkan perlunya perbaikan konsistensi konsep, peningkatan proporsi soal pemecahan masalah, dan integrasi konteks dunia nyata sesuai standar PISA. Hasil penelitian ini bermanfaat bagi pendidik dan pengembang buku teks untuk mengembangkan materi yang lebih efektif dalam membangun pemahaman dan kemampuan berpikir kritis siswa.

Systematic literature review: Learning geometry transformation using PMRI Nizar, Harisman; Zulkardi, Zulkardi; Putri, Ratu Ilma Indra; Mulyono, Budi; Susanti, Ely
Jurnal Pendidikan Matematika RAFA Vol 11 No 2 (2025): Jurnal Pendidikan Matematika RAFA
Publisher : Program Studi Pendidikan Matematika, Universitas Islam Negeri Raden Fatah Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/jpmrafa.v11i2.31577

This study aims to conduct a systematic literature review related to geometric transformation learning using the Indonesian Realistic Mathematics Education (PMRI) approach. The research method employed was a Systematic Literature Review (SLR). The research data consisted of journal articles discussing PMRI-based geometric transformation learning. The article selection criteria included relevance to the research topic, publication in reputable journals, and alignment with PMRI principles. The results indicate that PMRI-based learning can improve students’ understanding of geometric transformation concepts through the use of realistic contexts. Therefore, PMRI can be considered an effective approach for teaching geometric transformation.

Pseudo-Understanding in Mathematics: The Role of Habits of Mind and Gender Differences Arifin, Sujinal; Susanti, Ely
Edukasi Vol 12 No 01 (2025): Edukasi: Jurnal Pendidikan dan Pengajaran
Publisher : Universitas Islam Negeri Raden Fatah Palembang, South Sumatra, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/f8vszh51

This study explores the role of habits of mind and gender differences in shaping students' mathematical understanding, focusing on pseudo-understanding. Using a mixed-methods approach with a sequential explanatory design, the study involved 57 first-semester students of the Mathematics Education program at one of the public universities in Indonesia. Data were collected through mathematical concept comprehension tests, questionnaires on habits of mind, and semi-structured interviews. Three mathematics education experts validated the research instruments prior to their use. Quantitative data analysis was carried out descriptively to identify patterns of relationships among conceptual understanding, thought habits, and gender differences, while qualitative data were analyzed using a thematic approach. The results show that mind habits such as perseverance, cognitive flexibility, and reflection are essential in reducing pseudo-comprehension. Gender differences affect how students interact with mathematics, where stereotypes can hinder the development of strong habits of mind. This research highlights the importance of a pedagogical approach that emphasizes conceptual understanding and creates an inclusive classroom environment to diminish the risks of pseudo-understanding and gender disparities in mathematics learning.

Additive vs Multiplikatif Thinking: An Exploration of Middle School Students’ Proportional Reasoning Ability in Rural Indonesian Context Sari, Filian Yunita; Zulkardi, Zulkardi; Putri, Ratu Ilma Indra; Susanti, Ely
Mosharafa: Jurnal Pendidikan Matematika Vol. 14 No. 4 (2025): October
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v14i4.3538

Kemampuan penalaran proporsional sangat penting untuk memahami berbagai materi matematika dan menjadi tujuan utama di kurikulum sekolah dasar dan menengah. Penelitian ini bertujuan mengetahui kemampuan siswa SMP dalam bernalar proporsional dalam konteks pedesaan Indonesia. Penelitian kualitatif ini dilakukan pada 33 siswa kelas VII SMP Negeri 1 Belitang dengan menggunakan tes uraian rasio dan proporsi yang mencakup seluruh indikator penalaran proporsional. Hasil analisis menunjukkan bahwa kemampuan siswa dalam bernalar proporsional masih rendah, ditandai dengan tingkat kesalahan menjawab soal lebih dari 87%. Sebagian besar kesalahan terjadi karena siswa menggunakan strategi aditif, bukan strategi multiplikatif yang benar. Temuan ini menunjukkan perlunya peningkatan pembelajaran matematika yang mendukung pengembangan penalaran proporsional, misalnya dengan mengintegrasikan konteks nyata dan aktivitas yang mendorong siswa memahami hubungan multiplikatif secara lebih mendalam. Proportional reasoning is essential for understanding various mathematical topics and is a key goal in primary and secondary school curricula. Aims of this research is to identify middle school students' proportional reasoning in rural Indonesia context. This qualitative research was conducted with 33 seventh-grade students at SMP Negeri 1 Belitang using a descriptive test on ratio and proportion that covered all indicators of proportional reasoning. The results show that students’ proportional reasoning abilities are still low, with error rates exceeding 87%. Most errors occurred because students used additive strategies instead of the appropriate multiplicative strategies. These findings indicate the need to strengthen mathematics instruction to support the development of proportional reasoning, such as integrating realistic contexts and learning activities that help students better understand multiplicative relationships.

Comparative Analysis of Presentation of Set Material in Indonesian and Fijian Mathematics Textbooks Jesika Dwi Putriani; Ely Susanti; Cecil Hiltri Martin
Journal of Instructional Mathematics Vol. 6 No. 1 (2025): Contemporary Perspectives on Mathematics Teaching, Learning, and Technology
Publisher : Pendidikan Matematika STKIP Kusuma Negara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37640/jim.v6i1.2385

Textbooks are essential learning tools that significantly influence students' comprehension of mathematical concepts, including the foundational topic of sets. This study aimed to analyze how set materials are presented in Indonesian and Fijian mathematics textbooks, focusing on facts, concepts, principles and errors, cognitive levels, problem-solving, and alignment with the Programme for International Student Assessment (PISA) framework. Using a qualitative descriptive-comparative method, the study examined three textbooks: Indonesia’s KTSP (2011), Merdeka Curriculum (2022), and a Fijian mathematics book. Data were collected through document analysis. The findings revealed distinct presentation approaches: KTSP emphasizes symbols and formal definitions; the Merdeka Curriculum uses real-life contexts; and the Fijian book adopts a simple, visual style. Regarding cognitive levels, KTSP questions are mostly C1–C2, Merdeka Curriculum texkbook includes C4–C5, while Fiji remains at C1–C3. However, all three lack sufficient alignment with PISA question types. In terms of problem-solving, KTSP tends to be procedural, the Merdeka Curriculum is more reflective, and Fiji lacks problem-solving tasks. These findings highlight the need for textbooks to include more contextual and higher-order thinking problems to support students’ mathematical literacy and deeper understanding.

Supporting proportional reasoning in ratio and proportion through agricultural contexts: A local instructional theory Sari, Filian Yunita; Zulkardi; Putri, Ratu Ilma Indra; Susanti, Ely
Journal on Mathematics Education Vol. 17 No. 1 (2026): Journal on Mathematics Education
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.v17i1.pp299-318

Proportional reasoning constitutes a foundational competence in learning ratio and proportion. However, numerous junior high school students continue to exhibit reliance on additive reasoning rather than multiplicative reasoning when addressing proportional problems. This study aims to develop a Local Instructional Theory (LIT) that integrates agricultural activities to foster students’ proportional reasoning within the domain of ratio and proportion. Employing a design research methodology of the validation study type, the investigation comprised three interconnected phases: preparation for the experiment, design experiment, and retrospective analysis. The design experiment was conducted in two iterative cycles: a pilot experiment involving eight seventh-grade students and a subsequent teaching experiment involving 31 seventh-grade students from a junior high school in Belitang, Indonesia. Data were collected through student activity sheets, classroom observations, interviews, and assessments, and analyzed qualitatively using retrospective analysis. The findings reveal that agricultural practices—such as rice fertilization, plowing, rice field exploration via Google Earth, and rice planting row marking—serve as meaningful contextual anchors that support students in constructing conceptual understandings of ratio, rate, scale, and proportion. Engagement in these contextually grounded activities enabled students to compare quantities, identify unit rates, and represent proportional relationships through models such as ratio tables and double number lines. These learning trajectories facilitated a gradual shift from additive to multiplicative reasoning. The study underscores the pedagogical potential of authentic agrarian contexts to promote the progressive development of proportional reasoning and to provide a transferable framework for context-based mathematics instruction.

Geometry Learning through GeoGebra in Mathematics Education: Trends, Effects, and Research Gaps (2020–2025) Nur Fitriyana; Ratu Ilma Indra Putri; Zulkardi Zulkardi; Ely Susanti
AL-ISHLAH: Jurnal Pendidikan Vol 18, No 1 (2026): MARCH 2026
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v18i1.8717

Geometry is fundamental in mathematics education for developing spatial reasoning and understanding abstract relationships. However, students often struggle with its abstract nature. Dynamic geometry software such as GeoGebra offers interactive visualization that can enhance conceptual understanding. This study aims to examine research trends, instructional strategies, and gaps in GeoGebra-based geometry learning.A systematic literature review (SLR) was conducted following PRISMA guidelines, complemented by bibliometric analysis using VOSviewer. From an initial pool of 119 studies published between 2020 and 2025, 15 articles were selected based on predefined inclusion criteria. The selected studies were analyzed to identify patterns in pedagogy, outcomes, and research focus.The findings indicate that GeoGebra effectively supports innovative instructional approaches, including project-based learning, problem-based learning, and flipped learning. Its use significantly improves students’ conceptual understanding of geometry, particularly in topics such as geometric transformations. Additionally, GeoGebra enhances students’ motivation, confidence, and engagement in learning mathematics.Despite these benefits, the integration of GeoGebra with culturally contextualized learning remains limited. Few studies address basic geometric concepts, such as lines and angles, within local cultural contexts (e.g., traditional dance patterns), indicating an underexplored area in current research.GeoGebra is a powerful tool for enhancing geometry learning; however, future research should focus on developing culturally responsive, technology-integrated approaches to bridge existing gaps and enrich mathematics education.

Students' Perceptions of Augmented Reality Based Student Worksheets on Circle Geometry Wulandari, Trisna; Susanti, Ely; Hiltrimartin, Cecil
Jurnal VARIDIKA Volume 38 No 2, August 2026
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/varidika.v38i2.13592

This study aimed to describe students’ perceptions of the use of Augmented Reality (AR)-based student worksheets in learning circle geometry. A descriptive quantitative approach was employed. The participants were 30 eleventh-grade students from a senior high school in Palembang selected using convenience sampling, as they were directly involved in learning activities using AR-based worksheets. Data were collected through a 20-item Likert-scale questionnaire covering cognitive, affective, and psychomotor/social aspects. Students’ responses were analyzed descriptively by calculating the percentage of response frequencies for each Likert-scale category and aspect to identify overall perception trends. The results indicated that most students expressed positive perceptions of AR-based student worksheets, particularly in supporting conceptual understanding, learning engagement, and classroom interaction. However, a considerable proportion of neutral responses was also observed, especially in the affective aspect, indicating variation in students’ emotional engagement. Overall, AR-based student worksheets were perceived as a supportive learning medium for circle geometry learning within the context of this study.

Co-Authors Abul Walid Adi Saputro Aditya, Pandu Adlina, Nadiyah Agustarina, Mitta Ainun Jariyah Ainun Mardia Aisyah Turidho Alimah Br Tambunan Alkaff, Nazhmiah Khaalishah Allen Marga Retta, Allen Marga Amrina Rosyada Amrina Rosyada Anak Agung Gede Sugianthara Andita, Sintia Angge Sapto Mubharokh Angge Sapto Mubharokh Annisa Oktavia Lestari Arika Sari Ardani Arin, Arin Arsan Shanie Arum Niti Wijayanti As Elly Asmaul Husna Astuti, Puji Audina, Chamila Putri Audrilia, Riski Avida Avida Avida Avida, Avida AYU LESTARI Ayu Mentari Bariyah, Leny Belinda Ambarwati Berlian, M Ridho Ratu Cecep Anwar FS Cecil Hiltri Martin Cecil Hiltrimartin Cecil Hiltrimartin Cecil Hiltrimartin Cecil Hiltrimatrin Chn, Rafika Riana Choirunisa, Choirunisa Danil C, Fransisco Darmawijoyo, Darmawijoyo Dasaprawira, M Noviarsyah Delfi, Iftina Desi Safitri Desvitasari, Tria Dewi Ananti Wulan Dewi Rawani Dhiya Qatrunnada Dian Fitriana Diki Suryanto Drajat Friansah Duano Sapta Nusantara Dwi Cahya Ramadan Dwi Hasmidyani Dyna Meriza Edy Purnomo Effendi, Firman Elfariana, Rizma Elvina, Nova Etika Prasetyani Etika Prasetyani, Etika Ety Septiati Fatimah Azzahroh Fatimah Azzahroh Febriani, Ria Filian Yunita Sari Filian Yunita Sari Firsta, Risa Rahmatia Fitra, Dian Fitrisyah, Muhammad Aidil Hapizah Harisman Nizar Hauda, Nabilah Hendrik Efendi Lumban Tobing Hijir Ardiansyah Hiriza Imron Ida Hamidah Ifana, Bernika Indrialis Ika Pratiwi Ika Pratiwi Indah Rahmasari Indaryanti Indaryanti Intan Saputri Isrokatun Isrokatun Isrok’atun Jeri Araiku Jesika Dwi Putriani Johan, Mery Khairida Fahriya Imtinan Kurniadi, Elika Lasti, Nadila Leni Maimuna Luthfi, Nurrana M David Safitra M. Arrasikh Hidayatullah Arrasikh M. Rikza Chamami M. Yusuf Maimuna, Leni Marhamah Marhamah Marina, Rini Masrukan Masrukan Mery Johan Meryansumayeka Meryansumayeka Meryansumayeka Meryansumayeka Mitha Frilia Muhammad Aidil Fitrisyah Muhammad Akbar Budiman Muhammad Yusuf Muhammad Yusup Mulyono, Budi MUSLIMIN Nabila Putri Isamer Nabila, Siti Nena A’laa Annasa Alif Nety Wahyu Saputri Ningsih, Putri Ningsih, Sri Tuti Nisa, Sholihatun Novi Susanti Novi Triana Novianti Mandasari Novita Sari Novita Sari Nugraha, Inka Verandera Nur Fitriyana Nurdiyanto, Tito Nuril Fajria Ramadhona Nuril Fajriana Ramadhona Nurrana Fitria Luthfi Nurrosyadah, Naqiyyah Nyiayu Fraisa Fatiyah, Nyiayu Fraisa Nyimas Aisyah Nyimas Aisyah Oktaviani Silaen, Elza Ostian, Dyego Pemi Purnama Sari Pertiwi, Amirah Nada Pratiwi, Weni Dwi Puja Teressa Fawensi PUJI ASTUTI Pujiati Pujiati Purwasi, Lucy Asri Purwoko Purwoko Purwoko Purwoko Puspita Sari Putra, Eko Septiansyah Putri Ningsih Putri, Debi Suci Putri, Dhea Anisah Putri, Ratu ilma Indah Rafika Riana Chn Rahmawati Rahmawati Rahmawati, Rahmawati Ramadan, Dwi Cahya Ramadhona, Nuril Fajria Rarri Bian Ryandi Ratih Handayani Ratu Ilma Ratu Ilma Indra Putri Rendi Muhammad Aris Rendi Muhammad Aris, Rendi Muhammad Reni Setiawati Reni Setiawati Risa Rahmatia Firsta Riski Audrilia S. B. Waluya, S. B. Safitra, M. David Sakiman, Novi Komariyatiningsih Sanita, Eka Saputri, Intan Sari, Arika Sari, Filian Yunita Sari, Pemi Purnama Scristia, Scristia Setiyowati, Nadiah Sholihatun Nisa Silaen, Elza Oktaviani Simarmata, Ruth Helen Sindi Citra Rahayu SISKA NINGSIH Siti Mistima Maat Situmorang, Gresilia Somakim, Somakim SRI RAHAYU Sujinal Arifin Sukmaningthias, Novika Sukmaningtias, Novika Suparmi, Etty Supratik Suryani , Eka SURYANI, EKA Susanti, Elsa SYAHRIAL SYAHRIAL Tatag Yuli Eko Siswono Titin Wijayanti titin wijayanti Tito Nurdiyanto Tobing, Hendrik Efendi Lumban Triana, Novi Trisia Wati Trisna Wulandari Turidho, Aisyah Uswatun Hasanah Utami, Marta Risa Putri Vera Yuliana Vira Putri Ermanda Widya Auliya Oktaviana Wijaya, Aldi Putra Wilda Halimatunisa Winda Nursantika Wulan, Dewi Ananti Wulan, Dewi Ananti Wulandari, Trisna Yanna Sanova Yefsi Desty Ania Yonanda, Pramestry Yuliana FH Yulianita Yunita Sari Manalu, Yunita Sari Yurika Mariani Yusuf Hartono Zuli Nuraeni Zulkardi Zulkardi Zulkardi Zulkardi Zulkardi Zulkardi Zulkardi Zulkardi Zulkardi Zulkardi Zulkardi Zulkardi Zulkardi Zulkardi Zulkardi Zulkardi Zulkardi _

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