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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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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.

Learning Design for Translation Concepts Using Bola Kasti Games Mariela, Anadia Muli; Zulkardi, Zulkardi; Susanti, Ely; Meryansumayeka, Meryansumayeka
Kognitif: Jurnal Riset HOTS Pendidikan Matematika Vol. 6 No. 1 (2026): January - March 2026
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/kognitif.v6i1.4383

Students often struggle to grasp geometric transformation concepts, particularly translation. Although some students can recognize object movement visually, conceptual misconceptions persist in interpreting the meaning of displacement, along with difficulties in representing movement visually using Cartesian diagrams. This condition indicates the need for a more contextually and meaningfully grounded learning approach that connects mathematical concepts with activities familiar to students. In this study, the traditional game of bola kasti is employed as an effective learning medium, serving as a cultural activity that is relevant and closely related to students’ experiences. The traditional bola kasti game functions not merely as a contextual illustration but is systematically designed as a conceptual transition tool that bridges physical activities and formal coordinate representations in the concept of translation. This research aims to develop a learning trajectory using the PMRI approach, incorporating the context of the bola kasti game to support students in constructing a deep understanding of the concept of translation. The research employed a design research methodology with a validation study type, involving 32 ninth-grade students from SMP Negeri 52 Palembang. Data collection techniques included student activity sheets, classroom observations, and interviews, which were analyzed descriptively using a qualitative approach. The findings indicate that the Actual Learning Trajectory (ALT) aligns with the designed Hypothetical Learning Trajectory (HLT). Therefore, the developed HLT is considered successful and contributes to the development of a Local Instructional Theory (LIT) in enhancing students’ conceptual understanding progressively, as demonstrated by students’ ability to identify the direction and magnitude of translation and to represent translations using Cartesian diagrams through the PMRI approach with the context of the bola kasti game in translation learning.

Developing a PMRI-based augmented reality learning trajectory to support students’ problem-solving skills in circle geometry Wulandari, Trisna; Susanti, Ely; Hiltrimartin, Cecil
Jurnal Elemen Vol 12 No 1 (2026): January
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v12i1.32435

This study reports a validation study within design research aimed at developing a PMRI-based augmented reality (AR) learning trajectory to support high school students’ problem-solving skills in circle geometry. The subjects of this study were 35 eleventh-grade students at a senior high school in Palembang. The research employed a design research methodology, specifically a validation study, consisting of three phases: preliminary design, design experiment, and retrospective analysis. Data were collected from worksheets, classroom observations, and problem-solving tests, and analyzed descriptively using qualitative and quantitative approaches. This study produced a learning trajectory consisting of a sequence of contextual and AR-assisted learning activities that guided students from exploring real-world circular situations to formal circle concepts. The implementation of this trajectory resulted in measurable improvements in students’ problem-solving skills, as indicated by an increase in mean test scores from 19.37 in the pre-test to 66.51 in the post-test. Students demonstrated strong performance in understanding problems, devising solution plans, and carrying out solution strategies, with achievement percentages ranging from 71% to 100% on these indicators. However, students’ evaluation and reflection skills remained relatively low, indicating the need for greater emphasis on reflective activities within the learning trajectory.

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.

Students’ Perceptions of Role-Playing Games in Mathematics Learning: A Descriptive Study Nurrosyadah, Naqiyyah; Susanti, Ely; Somakim
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.v38i2.13600

This study aims to describe students’ perceptions of the use of a role-playing game (RPG), Arithmetic Adventure: The Mystery of Polaria Village, in mathematics learning on arithmetic sequences and series. A quantitative descriptive research design was employed, involving 34 tenth-grade students at SMA Negeri 10 Palembang selected through purposive sampling based on their participation in RPG-based learning activities. Data were collected using a closed-ended Likert-scale questionnaire covering four aspects: motivation and engagement, perceived learning effectiveness, social interaction and collaboration, and challenges encountered during learning. Content validity was established through expert judgment, while instrument reliability was confirmed using Cronbach’s Alpha coefficients ranging from 0.77 to 0.91, indicating acceptable to excellent internal consistency. Descriptive analysis showed that students perceived the RPG positively in terms of motivation, engagement, and learning effectiveness, while challenges related to technical constraints and game complexity were reported at a moderate level. The integration of narrative-based gameplay with mathematical thinking stages—specializing, generalizing, conjecturing, and convincing—was perceived as supporting students’ reasoning and problem-solving processes. These findings suggest that RPG-based learning can serve as a meaningful and engaging instructional medium in mathematics, although its implementation requires careful design considerations and adequate technical support.

Co-Authors Abul Walid Adi Saputro Aditya, Pandu Agustarina, Mitta Ainun Jariyah Ainun Mardia Aisyah Turidho Alimah Br Tambunan 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 Asep Nurul Aripin 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 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 Dian Fitriana Diki Suryanto Drajat Friansah Duano Sapta Nusantara Dwi Hasmidyani Dwi Rivana Dyna Meriza Edy Purnomo Effendi, Firman Elfariana, Rizma Elvina, Nova Etika Prasetyani Etika Prasetyani, Etika Ety Septiati Febriani, Ria 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 Linda Herlinda Luthfi, Nurrana M David Safitra M. Arrasikh Hidayatullah Arrasikh M. Rikza Chamami M. Yusuf Maimuna, Leni Marhamah Marhamah Mariela, Anadia Muli Marina, Rini Martin, Cecil Hiltri Masrukan Masrukan Mery Johan 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 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 Putriani, Jesika Dwi Qatrunnada, Dhiya Rahayu, Ayu Puji 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 _

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