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All Journal International Journal of Evaluation and Research in Education (IJERE) Widya Wacana : Jurnal Ilmiah Journal of Education and Learning (EduLearn) AdMathEdu : Jurnal Ilmiah Pendidikan Matematika, Ilmu Matematika dan Matematika Terapan Jurnal Infinity PYTHAGORAS: Jurnal Program Studi Pendidikan Matematika Journal of Research and Advances in Mathematics Education Al-Jabar : Jurnal Pendidikan Matematika Math Didactic: Jurnal Pendidikan Matematika Jurnal Matematika Sains dan Teknologi JOHME: Journal of Holistic Mathematics Education Syntax Literate: Jurnal Ilmiah Indonesia ELSE (Elementary School Education Journal) : Jurnal Pendidikan dan Pembelajaran Sekolah Dasar Jurnal SOLMA BAREKENG: Jurnal Ilmu Matematika dan Terapan Jurnal PAJAR (Pendidikan dan Pengajaran) Pendas : Jurnah Ilmiah Pendidikan Dasar Jurnal Pendidikan Matematika Raflesia JMM (Jurnal Masyarakat Mandiri) JTAM (Jurnal Teori dan Aplikasi Matematika) Journal of Education and Instruction (JOEAI) Alignment: Journal of Administration and Educational Management NUSANTARA : Jurnal Ilmu Pengetahuan Sosial Jurnal Cendekia : Jurnal Pendidikan Matematika Jurnal Pengabdian Hukum Indonesia (Indonesian Journal of Legal Community Engagement) JPHI Journal on Education JOURNAL OF SCIENCE AND SOCIAL RESEARCH Neraca: Jurnal Pendidikan Ekonomi Jurnal Pendidikan Gema Wiralodra Abdi Wiralodra : Jurnal Pengabdian Kepada Masyarakat Coopetition : Jurnal Ilmiah Manajemen Madaniya Journal of Research in Mathematics Trends and Technology Tolis Ilmiah: Jurnal Penelitian Jurnal Math-UMB.EDU Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI) Jurnal Pendidikan JagoMIPA: Jurnal Pendidikan Matematika dan IPA SCIENCE : Jurnal Inovasi Pendidikan Matematika dan IPA Dharmas Education Journal (DE_Journal) Jurnal Ekonomi Jurnal Pengabdian Kepada Masyarakat Patikala Journal of Education Research Nurse and Holistic Care Edukasia: Jurnal Pendidikan dan Pembelajaran Jurnal Pendidikan Dasar Serulingmas Health Journal (SHJ) Ranah Research : Journal of Multidisciplinary Research and Development NeoRespublica : Jurnal Ilmu Pemerintahan International Journal of Law, Policy and Governance Polyhedron International Journal in Mathematics Education International Journal of Didactic Mathematics in Distance Education Jurnal Infinity
Yumiati
Universitas Terbuka
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PENGARUH MODEL COOPERATIVE INTEGRATED READING AND COMPOTITION (CIRC) TERHADAP KEMAMPUAN BERPIKIR KRITIS DAN PEMECAHAN MASALAH MATEMATIS SISWA KELAS VI SEKOLAH DASAR Zedderita, Hellena; Junaidi; Yumiati
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 2 (2025): Volume 10 No. 2 Juni 2025
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i2.26135

Abstract

This research is motivated by the fact that there are still students who are not able to solve basic mathematical problems and students answer questions carelessly, this is because some students do not understand the meaning of the question instructions. Therefore, the researcher applied the Cooperative Integrated Reading And Compotition (CIRC) cooperative learning model. The characteristics of the CIRC learning model can be seen from the types of questions presented, where in this model questions are presented in the form of story problems. Therefore, the purpose of this study was to determine the comparison of the Cooperative Integrated Reading and Compotition (CIRC) model to the critical thinking and mathematical problem solving skills of elementary school students. This study uses a quasi-experimental design form used in this study is nonequivalent control group design. From the analysis of data and hypotheses, it was concluded that the ability of both critical thinking and problem solving of Elementary School Students 3 Kampung using the Cooperative Integrated Reading and Compotition (CIRC) learning model is better than students who are taught using conventional learning models (lectures).
Basic Concepts and Values of Mathematics in Bengkulu Traditional Musical Instruments as Media and Resources for Learning Mathematics Haji, Saleh; Yumiati, Yumiati; Zamzaili, Zamzaili
JTAM (Jurnal Teori dan Aplikasi Matematika) Vol 6, No 4 (2022): October
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/jtam.v6i4.10220

Abstract

This study aims to determine the basic concepts and values of mathematics contained in traditional Bengkulu musical instruments in elementary schools. The urgency of this research is to use regional culture in learning mathematics theoretically and practically as a medium and source of learning mathematics through learning outside the classroom to achieve the objectives of learning mathematics in elementary schools. This research method is a qualitative method with an ethnographic approach. Data sources are in the form of traditional Bengkulu musical instruments, namely dhol, tassa, long drums, and serunai. Other data sources are documents and interviews with experts and practitioners of Bengkulu traditional musical instruments. The data were analyzed qualitatively with the method of content analysis. The result of this study shows that the basic mathematical concepts in Bengkulu traditional musical instruments are points, lines, angles, triangles, quadrilaterals, kites, circles, tubes, half balls, cut balls, cut cones, universes, and patterns. At the same time, the mathematical values contained in traditional Bengkulu musical instruments are obeying the rules, consistency, creativity, and cooperation. Therefore, as an alternative to effective learning in elementary schools, Bengkulu traditional musical instruments can be used as a medium and source of learning mathematics outside the classroom.
Factors Influencing Madrasah E-Learning Satisfaction on Mathematics Teachers of Madrasah Tsanawiyah in Jakarta Merrydian, Siska; Yumiati, Yumiati; Noviyanti, Mery
JTAM (Jurnal Teori dan Aplikasi Matematika) Vol 6, No 4 (2022): October
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/jtam.v6i4.9883

Abstract

This study analyzes the effect of attitude, quality, and flexibility on satisfaction and the implications for the desire to continue using madrasah e-learning for mathematics teachers in seventh grade for algebra material. The research includes non-experimental quantitative research. The population of this research is a mathematics teacher at the seventh-grade Madrasah Tsanawiyah in DKI Jakarta Province who teaches algebra material using madrasah e-learning. Sampling by convenience sampling and obtaining a sample of 225 teachers. The method of data collection is using a questionnaire. A Likert scale 1-5 questionnaire to collect data, data analysis method using PLS-SEM. Interviews with nine teachers were conducted to explore the causes of teachers agreeing and disagreeing with using e-learning madrasah in algebra learning. The results showed that teacher attitudes, e-learning quality, and e-learning flexibility significantly and positively affected e-learning satisfaction. E-learning satisfaction significantly and positively affects the desire to continue using e-learning. The interviews showed that teachers agreed because e-learning madrasah could help and facilitate teachers and students, and teachers did not agree because they encountered some difficulties in learning algebra.
Effectiveness of understanding by design-based e-modules in higher education mathematics: A Systematic literature network analysis Yumiati; Haji, Saleh; Ramadhani, Muhammad
Al-Jabar: Jurnal Pendidikan Matematika Vol 16 No 2 (2025): Al-Jabar: Jurnal Pendidikan Matematika
Publisher : Universitas Islam Raden Intan Lampung, INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ajpm.v16i2.28872

Abstract

Purpose: This study investigates how e-modules built on the Understanding by Design (UbD) framework contribute to shaping university students’ conceptual understanding in mathematics. Beyond estimating the size of their impact, the study also looks at how research on UbD and digital learning materials has grown and shifted over the last decade, revealing patterns that often go unnoticed in conventional reviews. Method: To achieve this, the study adopts a Systematic Literature Network Analysis (SLNA), an approach that brings together a structured review, quantitative meta-analysis, and bibliometric mapping. A search of the Scopus database covering 2015–2025 was screened using PRISMA guidelines, resulting in forty studies that met the criteria. Twenty-two of these provided extractable quantitative data for calculating effect sizes. Bibliometric analysis using VOSviewer helped trace recurring themes, keyword relationships, and changes in research direction over time. Findings: The evidence points to a consistent advantage for UbD-based e-modules, with the meta-analysis showing a moderate-to-large improvement in conceptual understanding (g = 0.62). Most studies reported positive results, though the level of UbD implementation played a crucial role—programs that applied the framework more faithfully produced notably stronger outcomes. Network analysis revealed six dominant thematic clusters and showed a gradual movement toward digital pedagogy, assessment alignment, and emerging AI applications. Several gaps remain, particularly in measuring long-term retention and developing reliable fidelity instruments. Significance: The study underscores that the strength of UbD-based e-modules lies not in the technology itself but in thoughtful, goal-oriented design. By pairing empirical synthesis with network insights, the findings offer both practical guidance and a clearer map of where future work is most urgently needed.
Enhancing mathematical communication and learning independence through learning cycle 6E model with dynamic geometry software: A study of vocational high school students Mustikaningsih, Dian; Yumiati, Yumiati; Sudirman, Sudirman
Polyhedron International Journal in Mathematics Education Vol. 3 No. 2 (2025): pijme
Publisher : Nashir Al-Kutub Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59965/pijme.v3i2.262

Abstract

Mathematical communication ability and learning independence are essential 21st-century competencies that remain underdeveloped in vocational mathematics education, where students often perceive mathematics as irrelevant to their careers. This quasi-experimental study investigated the effectiveness of integrating the Learning Cycle 6E model with Dynamic Geometry Software (GeoGebra) in improving these competencies among vocational high school students. Sixty-nine tenth-grade students from the Marketing Skills Program were assigned to experimental (n=35) and control (n=34) groups through random sampling. The experimental group received instruction using the six-phase Learning Cycle 6E model (engage, explore, explain, elaborate, evaluate, extend) integrated with GeoGebra, while the control group received conventional expository instruction. Data were collected through mathematical communication tests and learning independence questionnaires administered as pretest and posttest. Normalized gain (N-Gain) analysis was employed to measure improvement effectiveness. Results demonstrated that the experimental group achieved significantly higher improvement in mathematical communication ability (N-Gain = 0.62) compared to the control group (N-Gain = 0.44), representing a 40.9% advantage. Similarly, learning independence improved significantly more in the experimental group (N-Gain = 0.51) versus the control group (N-Gain = 0.26), nearly doubling the control group's gain. Statistical analyses confirmed both differences were significant (p < 0.05) with large effect sizes. These findings provide empirical evidence that integrating constructivist pedagogy with dynamic technology effectively enhances both cognitive and metacognitive competencies in vocational mathematics education, offering a practical framework for revitalizing mathematics instruction to meet contemporary educational demands and career-relevant applications.
Reconceptualizing authenticity in problem-based learning for linear algebra course: A multi-stakeholder analysis of video-based hybrid instruction Haji, Saleh; Yumiati, Yumiati; Wijaya, Tommy Tanu
International Journal of Didactic Mathematics in Distance Education Vol. 3 No. 1 (2026): ijdmde (in Progress)
Publisher : Universitas Terbuka

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

Abstract

This study develops an integrated video-based hybrid online learning model with problem-based learning (PBL) for Linear Algebra instruction in resource-constrained contexts. A qualitative case study with three experts and five students using thematic analysis yielded 13 codes organized into five themes: technological challenges, video characteristics, hybrid architecture, PBL implementation, and motivation strategies. Findings reveal that 100% of participants identified infrastructure constraints as primary barriers, necessitating downloadable mobile-optimized content. Optimal video specifications include 15-20 minute instructor-led explanations with embedded interactivity. The study reconceptualizes 'authentic problems' for abstract mathematics from contextual realism to conceptual genuineness, demonstrating that effective PBL engages genuine mathematical thinking—comparing representations, investigating theorems, exploring counterexamples, rather than forced real-world applications. The developed three-phase hybrid model integrates asynchronous video foundation, synchronous collaborative problem-solving, and asynchronous portfolio consolidation. Multi-stakeholder convergence on core principles provides robust design guidance, while divergences regarding scaffolding and accessibility illuminate implementation challenges. The study contributes theoretically by challenging traditional PBL frameworks for abstract domains and methodologically by demonstrating that integrating expert pedagogical knowledge with student experiential perspectives yields contextually feasible models. Practical implications address institutional digital learning policies, LMS developer feature priorities, and educator implementation guidelines adaptable across resource-constrained contexts globally.
Efektivitas Pembelajaran Matematika Realistik terhadap Kemampuan Pemahaman Konsep Matematis dan Sikap Positif Siswa SMP Negeri 3 Wamena Nurita Angesti Rahayu; Maximus Gorky Sembiring; Yumiati Yumiati
Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI) Vol. 5 No. 4 (2025): Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI), 2025 (4)
Publisher : Yayasan Pendidikan Bima Berilmu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53299/jppi.v5i4.2460

Abstract

Pengalaman belajar memiliki peran penting dalam mengembangkan pemahaman konsep matematika serta membentuk sikap positif siswa terhadap pembelajaran. Penelitian ini bertujuan untuk mengevaluasi keefektivitasan pendekatan pembelajaran matematika realistik (PMR) dan mengetahui perbedaan signifikan dalam pemahaman konsep serta sikap siswa antara kelompok yang mengikuti PMR dan kelompok yang menggunakan strategi konvensional. Studi ini dilakukan di SMP Negeri 3 Wamena, Papua Pegunungan, dengan total populasi 225 siswa dan sampel sebanyak 38 siswa, meliputi 19 siswa kelas VIIIA sebagai kelompok eksperimen dan 19 siswa kelas VIIIB sebagai kelompok kontrol. Pemilihan sampel dilakukan dengan teknik cluster random sampling dari tiga kelas yang tersedia. Data dikumpulkan melalui dokumentasi, angket untuk kelompok eksperimen, dan tes untuk kedua kelompok. Peneliti menganalisis data menggunakan uji N-Gain, uji t-independen, dan uji Mann-Whitney. Hasil menunjukkan bahwa skor N-Gain sebesar 0,69, nilai signifikansi (2-tailed) dari uji t-independen sebesar 0,01, dan nilai Asymp. Sig. (2-tailed) dari uji Mann-Whitney sebesar 0,041. Berdasarkan ini, maka dapat disimpulkan bahwa PMR efektif dalam meningkatkan pemahaman konsep matematika dan sikap positif siswa. Oleh karena itu, disarankan agar guru menerapkan pendekatan pembelajaran berbasis konteks dunia nyata untuk mewujudkan pengalaman belajar yang lebih berarti dan menyenangkan bagi siswa.
Co-Authors Amin Fauzi, Amin Andi Bagus Prabowo Antasari, Melisa Ardi Dwi Susandi Arif Rahman Arif Rahman Asrofi, Asrofi Baihaqi Bakkara, Reno Delison Belman Mangapul R Horbo Bonyah, Ebenezer Cecep Anwar Hadi Firdos Santosa Chandra, M Jeffri Arlinandes Cicih Cahtini Danial, T Ahmad Darmawati, Ratna Derlina Zai Deswita Deswita Dewi Putri Yuni Dewi Setianingsih Diana, Meli Dwi Susilo Dwita Hadisyahputra Endang Wahyuningrum Erni Erni Ervina Estu Puji Handayani Fachruzzaman - Fanni Zulaiha Fitri, Rahma Hadisyahputra, Dwita Haji, H Saleh Harry Dwi Putra, Harry Dwi Hasnawati Hasnawati Hasratuddin Hasratuddin Hasratuddin Hasratuddin Heriady Gultom Hermawan Gatot Priyadi Hertono, Gatot Fatwanto Horbo, Belman Mangapul R Idha Novianti Iin Herlena H Ike Kuswardani Irawan, Sam Rizky Jackson Pasini Mairing Jamaris Jamaris Junaidi Junaidi Jusniani, Nia Kartono - Kartono, Kartono Kosim Kosim Kosim Kosim Kusuma Wijaya Ridi Putra Leni Marlina loly nurfianto Lukman Samboteng & Rulinawaty Kasmad M Ilham Abdullah Mardiana Zulfa Marselino Fransye Giovani Sundah Masli Hartati Merry Noviyanti Merrydian, Siska Mery Noviyanti Muhamad Dawam Raihan Mulyana, Anna mustikaningsih, Dian Natalia Prabandari Nofrizal Nofrizal Novianti, Idha Novita Tri Suci Sihotang Noviyanti, Merry Nunuk Suryani Nunuk Suryani Nurhaedi, Edy Nurita Angesti Rahayu Paris, Ramli Paulus Junico Pasaribu Pradestya, Rakha R. Bambang Aryan Soekisno Ramadhani, Muhammad Redo Andi Marta, Redo Andi Reni Zulfitri Riesmiyatiningdyah, Riesmiyatiningdyah Rina Rina Farida Rodríguez-Nieto, Camilo Andrés Rohmah, Fatkur Sabil, Ibnu Saleh Haji Saputra, Dimas Septian Saputro, Yongki Budi Selly Anastassia Amellia Kharis Sembiring, Gorky Sembiring, Maximus Gorky Sendi Ramdhani Setyowati, Dina Putri Sihombing, Lucia Sisilia Malau Sony Aditya Pratama Sudirman Sudirman Sugeng Sutiarso Sugeng Sutiarso Sugilar, Sugilar Sumiati, Ketut Suroyo Suroyo Susandi, Ardi Syafdi Maizora Tarhadi Tatag Yuli Eko Siswono Tri Dyah Prastiti Triwahyuni, Lina Wijaya, Tommy Tanu Wijayanti, Dini Prastyo Wijayanti, Nina Windari, Windari Wiyani, Novan Ardiy Yaya Kusumah Yaya S. Kusumah Yulitasari, Eka Zahra, Nurul Izah Zamzaili Zamzaili Zamzaili Zamzaili Zamzaili Zamzaili Zamzaili, Zamzaili Zamzaili, Zamzaili Zedderita, Hellena Zulfa, Mardiana