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All Journal International Journal of Evaluation and Research in Education (IJERE) Prosiding Seminar Nasional MIPA AdMathEdu : Jurnal Ilmiah Pendidikan Matematika, Ilmu Matematika dan Matematika Terapan Journal on Mathematics Education (JME) Jurnal Infinity Journal on Mathematics Education (JME) Pendidikan Matematika Jurnal Pelangi AKSIOMA: Jurnal Program Studi Pendidikan Matematika Jurnal Daya Matematis NUMERICAL (Jurnal Matematika dan Pendidikan Matematika) JURNAL KEPEMIMPINAN DAN PENGURUSAN SEKOLAH HISTOGRAM: Jurnal Pendidikan Matematika KALAMATIKA Jurnal Pendidikan Matematika Jurnal Penelitian Pendidikan IPA (JPPIPA) Indonesian Journal of Science and Mathematics Education Teorema: Teori dan Riset Matematika Lectura : Jurnal Pendidikan Jurnal Cendekia : Jurnal Pendidikan Matematika Jurnal EDUTECH Undiksha JETL (Journal Of Education, Teaching and Learning) Delta: Jurnal Ilmiah Pendidikan Matematika SEPREN: Journal of Mathematics Education and Applied Jurnal Riset Pembelajaran Matematika Sekolah Mosharafa: Jurnal Pendidikan Matematika Journal La Edusci Continuous Education : Journal of Science and Research JagoMIPA: Jurnal Pendidikan Matematika dan IPA Edumatika Rangkiang Mathematics Journal Euclid JNPM (Jurnal Nasional Pendidikan Matematika) Jurnal Edukasi dan Penelitian Matematika Jurnal Infinity Mathematics Education Journal Journal on Mathematics Education Jurnal Didaktik Matematika
Yulyanti Harisman
Master Of Mathematics Education, Padang State University, Padang, Indonesia
Aerospace Engineering Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Physics Social Sciences Other

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Deep Learning Applications in STEM Education: A Systematic Review of Pedagogical Innovations in Numeracy and Science Learning Mira Sudiarti; Yulyanti Harisman
Jurnal Penelitian Pendidikan IPA Vol 12 No 3 (2026)
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v12i3.14846

Abstract

This research examines the application of Deep Learning (DL) technologies in mathematics and science education, focusing on technological approaches, pedagogical integration, and educational impacts. Following PRISMA 2020 guidelines, 225 studies published between January 2020 and February 2026 were analyzed from Scopus, Web of Science, PubMed, and SINTA databases. Results indicate that Convolutional Neural Networks (34.2%) and Recurrent Neural Networks/Long Short-Term Memory models (28.9%) dominate STEM applications, primarily implemented through Intelligent Tutoring Systems and adaptive learning platforms. Pedagogically, DL tools align predominantly with adaptive learning (38.7%) and inquiry-based approaches (34.2%). Evidence suggests positive impacts on learning outcomes (82.7% of studies reported significant improvements) and Higher-Order Thinking Skills, particularly critical thinking and problem-solving. However, implementation challenges persist, including technical infrastructure limitations (41.3%), data privacy concerns (36.9%), and insufficient teacher readiness (29.8%). This review concludes that while Deep Learning offers transformative potential for personalized STEM education, successful integration requires addressing ethical considerations, developing explainable AI systems, and enhancing educator preparation. Future research should prioritize longitudinal studies and equitable access to ensure DL technologies genuinely enhance rather than hinder mathematics and science learning experiences.
PENGEMBANGAN MEDIA E-COMIC BERBASIS PROBLEM BASED LEARNING UNTUK MENINGKATKAN KEMAMPUAN SISWA DALAM PEMECAHAN MASALAH MATEMATIKA Wahyuni, Irni; Suherman, Suherman; Fauzan, Ahmad; Harisman, Yulyanti
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.v15i1.12637

Abstract

Kemampuant memecahkant masalaht disebut sebagai keterampilan krusial yang berkontribusi pada prestasi akademik dan pertumbuhan individu. Kemampuan ini meliputi langkah-langkah identifikasi masalah, merencanakan penyelesaian, dan implementasi solusi yang berhasil. Menurut pengamatan awal yang dilakukan di SMPN 1 Tanjung Emas dan SMPN 1 Sungayang, keterampilan siswa di bidang ini masih kurang. Kurangnya sumber atau bahan ajar pendidikan guna meningkatkan keterampilan pemecahan masalah matematika merupakan penyebab dasar dari masalah ini. Sehubungan dengan hal tersebut, penelitian ini bertujuan untuk mengembangkan e-comic yang menerapkan model PBL sebagai alternatif untuk lebih meningkatkan kemampuan siswa kelas VIII SMP dalam memecahkan masalah matematika. Penelitian ini menerapkan model Plomp, yang terbagi menjadi tiga tahapan: analisis awal, pengembangan, serta evaluasi dalam metodologi penelitian dan pengembangan (R&D). Untuk mengevaluasi kualitas e-comic, tiga kriteria digunakan: valid, praktis, dan efektif. Berdasarkan hasil analisis validasi produk, e-comic memperoleh skor 3,57 dengan kateori valid, modul ajar memperoleh skor 3,6 dengan kategori valid, dan LKPD memperoleh skor 3,59 dengan kategori valid. Praktis karena mudah digunakan dan dipahami, efisien, dan menarik. Dengan skor masing-masing 86%, 85,1%, dan 87,87%, Hasil keseluruhannya mencapai kategori “sangat praktis”. Produk dinyatakan efektif karena mampu mencapai tujuan pembelajaran yang diharapkan dan memberikan hasil belajar yang tuntas. Hasil uji lapangan menunjukkan peningkatan pada setiap indikator pemecahan masalah dengan skor untuk memahami masalah 59,3%, menyusun rencana dengan skor 54,2%, melaksanakan rencana dengan skor 44,5% dan memeriksa kembali dengan skor 44,4%. Hasil tersebut menunjukkan bahwa media e-comic berbasis PBL dapat meningkatkan kemampuan pemecahan masalah matematika siswa.Mathematical problem-solving ability is an essential skill that supports students’ academic achievement and cognitive development. This ability includes understanding problems, planning solution strategies, implementing the plan, and reviewing the results. Based on preliminary observations conducted at SMPN 1 Tanjung Emas and SMPN 1 Sungayang, students’ mathematical problem-solving abilities were still relatively low. One contributing factor is the limited availability of innovative learning media that support the development of these skills. Therefore, this study aims to develop a Problem-Based Learning (PBL)-based e-comic as an alternative learning medium to improve the mathematical problem-solving abilities of eighth-grade junior high school students. This study employed a Research and Development (R&D) approach using the Plomp model, which consists of three phases: preliminary analysis, development, and evaluation. The quality of the developed product was assessed based on validity, practicality, and effectiveness criteria. The validation results showed that the e-comic (3.57), teaching module (3.60), and student worksheet (3.59) were categorized as valid. The practicality scores were 86%, 85.1%, and 87.87%, indicating that the product was very practical. Field test results showed improvements in students’ problem-solving indicators: understanding the problem (59.3%), planning the solution (54.2%), implementing the plan (44.5%), and reviewing the solution (44.4%). These findings indicate that the PBL-based e-comic is valid, practical, and effective in improving students’ mathematical problem-solving abilities.
PENGEMBANGAN MODUL AJAR ETNOMATEMATIKA BERBUDAYA TABUIK PARIAMAN DENGAN PENDEKATAN CONTEXTUAL TEACHING AND LEARNING PADA KETERAMPILAN PEMECAHAN MASALAH Ali, Fitrah Hanifa; Jamaan, Elita Zuzti; Yerizon, Yerizon; Harisman, Yulyati
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.v15i1.13993

Abstract

Hasil studi pendahuluan menunjukkan bahwa kemampuan pemecahan masalah matematika murid SMP  masih tergolong rendah. Hal ini disebabkan oleh rendahnya kemampuan murid menyelesaikan  soal  non-rutin dan kontekstual. Pada saat observasi murid menunjukkan kurang antusias dan mandiri dalam proses belajar. Untuk mengatasi permasalahan ini, sebuah modul ajar etnomatematika berbudaya Tabuik Pariaman dikembangkan dengan memanfaatkan pendekatan Contextual Teaching and Learning (CTL). Modul ini dirancang khusus dengan mengaitkan konsep matematika dengan budaya lokal Tabuik Pariaman. Tujuannya adalah menciptakan bahan ajar yang menarik, bergambar, dan berwarna, sesuai dengan karakteristik murid, sekaligus meningkatkan kemampuan pemecahan masalah matematis mereka. Penelitian ini bertujuan untuk mendeskripsikan modul ajar etnomatematika berbasis CTL yang valid, praktis, dan efektif. Penelitian menggunakan model pengembangan Plomp, dengan melakukan uji coba dan pengujian. Hasilnya menunjukkan bahwa modul ini sangat valid, dengan skor 3,45. Selain itu, berdasarkan angket respon, modul ini juga dianggap sangat praktis oleh murid (91,49% dan 88,50%) dan guru (88,54%). Lebih lanjut, dari hasil tes kemampuan pemecahan masalah matematis, modul ini terbukti efektif dengan nilai efektivitas 69%. Angka ini menunjukkan bahwa modul ajar etnomatematika berbudaya Tabuik dengan pendekatan CTL ini efekif meningkatkan kemampuan pemecahan masalah matematis murid. Dengan demikian, penelitian ini menyimpulkan bahwa modul ajar yang dikembangkan telah memenuhi kriteria validitas, kepraktisan, dan efektivitas.A preliminary study showed that the mathematical problem-solving abilities of junior high school students were still relatively low. This was attributed to their poor ability to solve non-routine and contextual problems.  During observations, students demonstrated a lack of enthusiasm and independence in the learning process. To address these issues, an ethnomathematics teaching module based on the Tabuik Pariaman culture was developed, utilizing the Contextual Teaching and Learning (CTL) approach. This module was specifically designed to link mathematical concepts with the local Tabuik Pariaman culture. The goal was to create learning materials that are engaging, pictorial, and colorful, aligning with student characteristics, while also improving their mathematical problem-solving skills.This study aims to describe an ethnomathematics CTL-based teaching module that is valid, practical, and effective. The research used the Plomp development model, which involved trials and testing. The results showed that the module is highly valid, with a score of 3.45. Additionally, based on response questionnaires, the module was considered highly practical by students (91.49% and 88.50%) and teachers (88.54%). Furthermore, from the results of the mathematical problem-solving ability test, the module was proven to be effective with an effectiveness score of 69%. This figure indicates that the ethnomathematics teaching module with the Tabuik culture and CTL approach is effective in improving students' mathematical problem-solving skills. Thus, this study concludes that the developed teaching module has met the criteria of validity, practicality, and effectiveness.
Peran Komunikasi Interpersonal Guru Terhadap Minat Belajar Matematika Student-Athlete Charles, Denisha Aprilia; Armiati, Armiati; Harisman, Yulyanti
Continuous Education: Journal of Science and Research Vol. 7 No. 1 (2026): IN PRESS
Publisher : Pusdikra Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51178/ce.v7i1.3227

Abstract

Penelitian ini bertujuan untuk menganalisis peran komunikasi interpersonal antara guru dan siswa dengan status student-athlete dalam mempengaruhi minat belajar matematika. Penelitian ini menggunakan pendekatan kualitatif dengan metode studi kasus untuk memperoleh gambaran mendalam mengenai fenomena yang diteliti. Data diperoleh melalui wawancara terhadap empat siswa sekolah menengah atas yang berstatus student-athlete, yang terdiri dari dua siswa dari sekolah negeri dan dua siswa dari sekolah swasta dengan cabang olahraga yang berbeda. Teknik pengumpulan data dilakukan melalui wawancara, observasi, dan dokumentasi sebagai data pendukung, sedangkan analisis data dilakukan melalui tahapan reduksi data, penyajian data, dan penarikan kesimpulan. Keabsahan data dijaga melalui teknik triangulasi sumber dan metode guna memastikan konsistensi dan kredibilitas temuan penelitian. Hasil penelitian menunjukkan bahwa komunikasi interpersonal guru memiliki peran yang sangat penting dalam membentuk dan mempertahankan minat belajar matematika pada student-athlete. Komunikasi interpersonal yang efektif ditandai dengan keterbukaan, empati, sikap dukungan, sikap positif, dan kesetaraan, yang mampu menciptakan lingkungan belajar yang aman, nyaman, dan kondusif. Sikap guru yang ramah, adil, serta memberikan umpan balik konstruktif mendorong keterlibatan aktif siswa tanpa merasa dibedakan. Selain itu, komunikasi yang suportif membantu student-athlete dalam mengelola tekanan peran ganda sebagai pelajar dan atlet, sehingga tetap memiliki motivasi dan ketertarikan dalam belajar matematika. Secara keseluruhan, semakin baik kualitas komunikasi interpersonal antara guru dan student-athlete, maka semakin tinggi pula minat belajar matematika siswa.
Development of Video-Assisted Mathematics Learning Materials Using the SAVI Model to Enhance Mathematical Representation Skills Ahyu Rahmah; Elita Zusti Djamaan; Ahmad Fauzan; Yulyanti Harisman
Jurnal Edutech Undiksha Vol. 13 No. 1 (2025): June
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jeu.v13i1.91651

Abstract

Mathematical representation is an essential skill in the Merdeka Curriculum; however, assessment results indicate that this ability still needs improvement. The purpose of this study was to develop learning tools (Teaching Module, Student Worksheet (LKPD), and Learning Video) that can enhance students’ mathematical representation ability. This study applied the Plomp development model, which consists of three stages: preliminary research, prototyping, and assessment. The research subjects included experts for validation, three students with different ability levels for the one-to-one trial, six students for the small group trial, and one full class for the field test. Data were collected through interviews, observations, literature review, validation sheets, questionnaires, and interviews with both students and experts. Data analysis was carried out using quantitative techniques for validation and effectiveness, combined with qualitative interpretation and descriptive statistics. The results showed that the developed learning tools were declared valid by experts with validity scores of 4.10, 4.03, 4.11, 4.13, and 4.88, respectively. The tools were also highly practical, with practicality scores of 94.67% from teachers and 93.73% from students, and effective in improving mathematical representation skills with an average test mastery of 73%. Based on these results, it can be concluded that mathematics learning tools assisted by video using the SAVI model are valid, practical, and effective. The implication is that these findings contribute to the development of innovative mathematics learning that supports the enhancement of students’ mathematical representation skills.
Development of RME-based Teaching Modules to Improve Problem-Solving Skills and Mastery of IPAS Concepts for Junior High School Students Lisdiani Pamio; Armiati; I Made Arnawa; Yulyanti Harisman
Jurnal Penelitian Pendidikan IPA Vol 10 No 10 (2024): October
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v10i10.8852

Abstract

This research aims to develop a teaching module based on RME that is valid, practical, and effective for class VII SMP, with a focus on improving the ability to solve problems with mathematical students. We developed the modules by considering the local context and culture, adhering to RME measures, and emphasizing the use of relevant and conceivable situations for students. We utilized the Plomp development model, which encompasses the stages of investigation, creation, and evaluation. We tested the prototype and assessment of this teaching module on participants enrolled in class VII at SMP N 1 Ranah Batahan. The research results demonstrate that the developed teaching modules have high validity (89.33%), practicality (89.60%), and proven effectiveness, as evidenced by an average score of 85.50% among the test study students.  In addition to enhancing the mathematical skills of students, the RME approach also enhances the study of IPAS (Natural and Social Sciences). The development of problem-solving and critical thinking skills through this module enhances students' understanding of natural and social phenomena. Therefore, this teaching module not only promotes mathematical achievement but also fosters integrative and holistic learning within the framework of IPAS.
The Interaction between Mathematical Problem-Solving Skills and Mathematical Communication Skills of Junior High School Students: A Qualitative Approach Hamdani Syaputra; Armiati Armiati; Yulyanti Harisman
Edumatika Vol 8 No 2 (2025): November 2025, Edumatika : Jurnal Riset Pendidikan Matematika
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan IAIN Kerinci

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32939/ejrpm.v8i2.5828

Abstract

Mathematical problem-solving skills (MPSS) and mathematical communication skills (MCS) has a very close relationship. Before solving a problem, students should understand the problem first, processing and presenting their answer, which is a MCS. Different from the previous study, this study reveal the relationship and interaction between students’ MPSS and MCS using a qualitative approach. To do this, a case study method is conducted using valid test and interviews. The test consist of three cases: smartphone storage, riddle about number of chickens and the coop, and area of land to be planted with corn. The participants of this study were eighth-grade 18 students from various junior high scholl and region in West Sumatra. Data analysis used is a descriptive analysis of students' test answers and interview results. The results show that there are five of nine interactions between MPSS and MCS: solver, self-solver, sharer, regular, and receiver. Solver is a student with high MPSS and MCS (2 students), self solver is a student with high MPSS but moderate MCS (6 students), sharer is a student with moderate MPSS but high MCS (4 students), regular is a student with moderate MPSS and MCS (3 students), and receiver is a student with low MPSS and MCS (3 students). The results of this study also show that the relationship between MPSS and MCS is very close. Although there are students who have MPSS and MCS that do not match, this is inseparable from the limitations of the research conducted.
Co-Authors Abdur Rahman As’ari Adnan, Mazlini Ahmad Fauzan Ahmad Fauzan Ahmad Fauzan Ahmad Fauzan Ahyu Rahmah Aisya Arfah Ali, Fitrah Hanifa Alisya Putri Chania Alya, Aisyah Amir, Ulfa Ikhwani Amiruddin, Mohd Hasril Ana Shalvia Anepa Anepa Angli Afrinaldi Anisyah Pratiwi Putri Anna Cesaria Anny Sovia Anny Sovia Anny Sovia Arba'Anur, Enysa Ariska, Fernanda Armiati Armiati Armiati Arnelis Arnellis Arnellis, Arnellis Asdamayanti, Nurul Asep Amam Asiah Nurke Asra, Aqilul Atus Amadi Putra Ayuni Kemala Safira Azra Triyana Yusuf Az’zahra, Amelia Boriboon, Gumpanat Charles, Denisha Aprilia Cindy Eka Selvia Delsi K Delsi K Devina Shafira Maharani Dewi Yuliana Fitri Dhorys Ratna Anggelia Dhorys Ratna Anggelia Difa Aziza Dina Citra Resmi Dinovia Fannil Kher Dony Permana Dwi Tari Aprila Dwina, Fitrani Dwita Elfri Mayani Edwin Musdi Elda Rahmadhana Elfisa Delfia Andesta Elita Zusti Djamaan Elniati, Sri Fadiya, Sarah Fanny Rahmatina Rahim Fazri Zuzano Febrian Belia Bangga Fionda Febrila Calista Fitrani Dwina Fitrani Dwina Fitria Handayani Fridgo Tasman Fridgo Tasman Ghina, Nadiyatul Gusnia Syafrina Gusri Susanti Habibah, Marsha Hafizatunnisa Hafizatunnisa Hafizatunnisa Hafizatunnisa Hafizatunnisa, Hafizatunnisa Hamdani Syaputra Hamdani Syaputra Hamdani Syaputra Hamdani Syaputra Hanif Mutia Pratiwi Helda Syamsuarni Heru Marhen Holyness Nurdin Singadimedja Hrp, Diah Maya Fitrih Husna Husna I Made Arnawa Ida Ayu Putu Sri Widnyani Ida Faridawati Iis Harmailia Ika wahyuni Iqbal Taufik Jamaan, Elita Zuzti Juandika, Suci Julayfah Irina Nasution Junia Wahyuna Karman La Nani Kelly Angelly Hevardani Khairani Khairani Khairul Zaky Kusnandi Kusnandi Laksono Trisnantoro Lina Afrona Lisdiani Pamio Lita Lovia Lukman Harun Maharani Desvera Putri Maharani, Devina Shafira Mai Yun i Putri Marsha Habibah Marsha Habibah Marwia Tamrin Bakar Maulani Meutia Rani Mazlini Adnan Mazlini Adnan Melda Fauziah Melisa M.Pd. Melisa Melisa Melisa Melsa Agusri Minora Longgom Minora Longgom Nasution Minora Longgom Nasution Minora Longgom Nasution Mira Sudiarti Mohd Hasril Amiruddin Mohd Hasril Amiruddin Mohd Hasril Amiruddin Muchamad Subali Noto Muhammad Nabil Muhammad Subhan Muhammad Subhan Mukhni Mukhni Mulia Suryani Mutiara Nelisa Nadira, Khaisa Alifa Natasya Pratiwi Nauli, Novia Neldiana, Resmila Neza Nurvatjri Nilawasti ZA Nisa, Sahrun Nova Widia Arif Novelia Mayang Sari Nur ꞌAzizah Nurfadillah Nurfadillah Nurhafizah Hayati Nurhamidah Nurhamidah Pipin Sumarni Pipin Sumarni pratiwi, hanif mutia Putri Sania Putri, Anisyah Pratiwi Putri, Sri Adinda Rahima Rahima Rahmadhana, Elda Rahmati kaWahyu Rahmi Rahmi Reasty Amanda Renaya Dwi Septiani Resmi Darni Reza Yuwandra Rika Saswita Rina Busrina Sari Rina Gusliani Ronal Rifandi Rully Charitas Indra Prahmana Saddam Al Aziz Sahrun Nisa Sefna Rismen Sergia, Yana Sesma Yunita Setiyani Shandi, Dhiya Harisa Tri Shinta Sari Siska Elda Siska Furnanda Sri Sumarwati Sri Widiawati Sry Wahyuni Zandri Suci Mistika Sari Suherman Suherman Suherman Suherman Suherman Suherman Suherman Suherman Suherman, Suherman Sumarwati Sumarwati Sumarwati Susmarni Susmarni Syamsiar, Syamsiar Syaputra, Hamdani Sya’bani, Febrina Teti Indriyeni Titi Sartika Titin Mardianingsih Tuti Azizah Villia Anggraini Wahyu Hidayat Wahyu Hidayat Wahyuni, Irni Widya Darwin Widya Novita Sari Yarman Yarman Yasri, Muradhatul Aina Yasser Arafat Yaya Sukjaya Kusumah Yerizon Yerizon Yerizon Yerizon Yerizon Yerizon Yola Vitriani Yongki Martem Sadri Zakia Oktaviarla Zulfaneti Zulfaneti Zulfitri Aima