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Imam Kusmaryono

Universitas Islam Sultan Agung

Author-ID : 2806108

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Evaluating One-to-One Scaffolding and Peer–Scaffolding in Mathematics Learning: Which is Effective? Imam Kusmaryono; Dyana Wijayanti
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 1 (2025): MARCH 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i1.6199

Effective mathematics learning is shaped by teacher-student interactions and a supportive learning environment. Scaffolding, as a pedagogical strategy, plays a vital role in addressing learning difficulties and enhancing student achievement. This mixed-method study employed a sequential explanatory design, combining quantitative and qualitative approaches. Eighty Grade X students participated as research subjects. Data were collected through mathematics achievement tests, classroom observations, and interviews. Quantitative data assessed the impact of scaffolding on learning outcomes, while qualitative data explored interaction patterns within the scaffolding process. The findings indicate that both one-to-one and peer scaffolding significantly improve students' mathematics achievement. One-to-one scaffolding provides direct teacher guidance but tends to foster student dependency due to its unidirectional nature. In contrast, peer scaffolding promotes mutual interaction, collaboration, and knowledge construction among students, fostering greater engagement and autonomy in learning. While both scaffolding methods are beneficial, peer scaffolding offers a more dynamic and cooperative learning experience. It encourages open communication, peer support, and cognitive development through shared understanding. As a result, peer scaffolding is recommended as a more effective approach for enhancing mathematics learning and fostering a collaborative classroom culture.

Technopreneurship Enhancing Student MSMEs Competitive Edge via Digital Marketing Ismiyanti, Yulina; Prajanti, Sucihatiningsih Dian Wisika; Utomo, Cahyo Budi; Handoyo, Eko; Banowati, Eva; Kusmaryono, Imam; Huda, Muhammad Nur
Aptisi Transactions On Technopreneurship (ATT) Vol 8 No 1 (2026): March
Publisher : Pandawan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34306/att.v8i1.594

This research aims to analyze the role of technopreneurship in increasing the competitive advantage of student MSMEs in Semarang City through digital marketing capability. This study uses a quantitative approach. The sampling technique in this research is a quota random sampling technique. This technique is used because the grouping of MSMEs is united into one group, namely the student MSME group in Semarang City which is technology oriented. The number of samples in this research was 120 student MSME actors in Semarang City. The analytical method used in this research is Structural Equation Modeling (SEM) analysis with the help of the SmartPLS program. The research results show that digital marketing capability and innovation capability directly have a positive and significant influence on the competitive advantage of student MSMEs in Semarang City. Technopreneurship has a significant effect on competitive advantage. Indirectly, technopreneurship has a significant effect on competitive advantage through digital marketing capability. However, indirectly, innovation capability has no significant effect on competitive advantage through digital marketing capability. The implication of this research is that student MSMEs that are run by students tend to be more adaptive to technological developments, so that a technopreneurship approach will be very helpful in increasing the competitive advantage of student MSMEs.

Peningkatan Kemampuan Berhitung Siswa Sekolah Dasar melalui Pembelajaran Berdiferensiasi Berorientasi Deep learning Berbantuan Alat Peraga Manipulatif dan Media Gambar Setyawan, Trijoko Bagus; Kusumadewi, Rida Fironika; Kusmaryono, Imam
Teorema: Teori dan Riset Matematika Vol 11, No 1 (2026): Maret
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/teorema.v11i1.23574

Kemampuan berhitung siswa pada jenjang sekolah dasar awal masih relatif rendah karena pembelajaran matematika sering bersifat abstrak dan kurang menarik bagi siswa. Oleh karena itu, diperlukan penggunaan media pembelajaran konkret yang dapat membantu siswa memahami konsep matematika secara lebih efektif. Penelitian tindakan kelas ini bertujuan untuk meningkatkan kemampuan berhitung siswa kelas 1 sekolah dasar melalui penggunaan media manipulatif dalam pembelajaran matematika. Penelitian ini melibatkan 32 siswa dan dilaksanakan dalam dua siklus yang masing-masing terdiri dari tahap perencanaan, pelaksanaan tindakan, observasi, dan refleksi. Pengumpulan data dilakukan melalui observasi proses pembelajaran dan tes kemampuan berhitung untuk mengetahui hasil belajar siswa. Hasil penelitian menunjukkan adanya peningkatan kemampuan berhitung siswa pada setiap siklus. Nilai rata-rata siswa meningkat dari 58,4 pada kondisi awal menjadi 70,2 pada Siklus I dan meningkat kembali menjadi 90,1 pada Siklus II. Persentase ketuntasan belajar juga meningkat dari 42% pada kondisi awal menjadi 68% pada Siklus I dan mencapai 92% pada Siklus II. Hasil penelitian ini menunjukkan bahwa penggunaan media manipulatif efektif dalam meningkatkan kemampuan berhitung siswa serta mendukung pembelajaran matematika yang lebih bermakna di sekolah dasar.

Literature Review: Etnomatematika Berbasis Aktivitas Pasar Tradisional sebagai Konteks Penguatan Literasi Numerasi Siswa Hartatik, Siti Sri; Kusmaryono, Imam; Kusumadewi, Rida Fironika; Sari, Yunita; Ulia, Nuhyal
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.9.2.467-477

Abstract. Numeracy literacy is an essential 21st-century competence that emphasizes the ability to understand, use, and interpret quantitative information in various real-life contexts. However, mathematics learning in elementary schools is still dominated by procedural approaches that are less connected to students’ cultural realities. Ethnomathematics offers a contextual approach by integrating cultural practices into mathematics learning. This study aims to analyze the role of buying and selling activities in traditional markets from an ethnomathematics perspective as a context for strengthening elementary school students’ numeracy literacy. The method used was a Systematic Literature Review following the PRISMA Statement guidelines. Data were collected from Google Scholar covering publications from 2018 to 2025. Of the 43 identified articles, 23 met the inclusion criteria and were analyzed using thematic analysis. The findings indicate that ethnomathematics based on traditional market activities contributes to improving conceptual understanding and strengthening students’ numeracy literacy in mathematics learning.Keywords: Ethnomathematics, Traditional Market, Numeracy Literacy

MODIFIKASI AKTIVITAS FISIK DALAM PENDIDIKAN JASMANI DAN OLAH RAGA KESEHATAN UNTUK MENINGKATKAN PARTISIPASI DAN KEPERCAYAAN DIRI SISWA Sutrianingsih Sutrianingsih; Imam Kusmaryono
Jurnal Pendidikan Sultan Agung Vol 6, No 1 (2026)
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/jp-sa.6.1.216-226

Pembelajaran Pendidikan Jasmani, Olahraga, dan Kesehatan (PJOK) sering menghadapi kendala berupa perbedaan kemampuan fisik siswa yang berdampak pada rendahnya partisipasi dan kepercayaan diri sebagian siswa. Penelitian ini bertujuan menganalisis efektivitas modifikasi aktivitas fisik dalam meningkatkan partisipasi dan kepercayaan diri siswa pada pembelajaran PJOK. Penelitian menggunakan pendekatan mixed methods dengan desain sequential explanatory. Subjek penelitian terdiri atas 29 siswa sekolah dasar dan satu guru PJOK. Data kuantitatif diperoleh melalui tes lari 40 meter dan tes lempar–tangkap bola yang dianalisis menggunakan statistik deskriptif, sedangkan data kualitatif dikumpulkan melalui wawancara semi-terstruktur dan dianalisis secara tematik. Hasil penelitian menunjukkan adanya variasi kemampuan fisik siswa yang cukup lebar, yang memengaruhi tingkat partisipasi dan kepercayaan diri. Modifikasi aktivitas fisik terbukti mampu meningkatkan partisipasi siswa secara lebih merata dan menumbuhkan kepercayaan diri dalam pembelajaran PJOK. Penelitian ini menegaskan pentingnya modifikasi aktivitas fisik untuk menciptakan pembelajaran PJOK yang inklusif.

Developing Ancermat (Anthology of Mathematics Story) Digital Learning Media to Improve Studentsâ€™ Problem-Solving Ability Nuhyal Ulia; Mohamad Hariyono; Imam Kusmaryono; Rida Fironika Kusumadewi
Al Ibtida: Jurnal Pendidikan Guru MI Vol. 9 No. 1 (2022): June 2022
Publisher : UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/al.ibtida.snj.v9i1.8072

AbstractThe use of digital-based learning media is very necessary for teachers.Â The existing limited media becomes the main reason why Ancermat (anthology of mathematical stories) learning media is developed and expected to be able to improve elementary school studentsâ€™ problem solving skills. This study aims to describe the stages of the development of Ancermat learning media and find out whether it meets valid, practical criteria, and its effectiveness. The method used was the development research. The data analysis comprised of validity test analysis, practicality test analysis, and analysis of Ancermat media effectiveness using descriptive statistics and gain normalization test. The results showed that Ancermat learning media met the valid score of 4.53 with very high criteria and fulfilled the practicality test based on the studentsâ€™ responses reaching an average score of 4.41 with very good criteria. Based on the gain test, it reached 0.580 with moderate criteria and met the minimum criteria of mastery learning with t count = 27.33> t table = 2.042, meaning that the average score of the problem-solving skill tests met the minimum criteria of mastery learning. So, it can be concluded that the Ancermat learning media meets the criteria of being valid, practical, and effective in improving the mathematical problem solving abilities of elementary school students.Keywords: ancermat, learning media digital, problem solving skills, elementary school students.Â AbstrakPenggunaan media pembelajaran berbasis digital sangat diperlukan bagi para guru. Keterbatasan media yang ada menjadi alasan utama dikembangkannya media pembelajaran Ancermat (antologi cerita matematika) dan diharapkan dapat meningkatkan kemampuan pemecahan masalah siswa sekolah dasar. Penelitian ini bertujuan untuk mendeskripsikan tahapan pengembangan media pembelajaran Ancermat dan mengetahui apakah memenuhi kriteria valid, praktis, dan efektif. Metode yang digunakan adalah penelitian pengembangan. Analisis data meliputi analisis uji validitas, analisis uji kepraktisan, dan analisis efektivitas media Ancermat menggunakan statistik deskriptif dan uji normalisasi Gain. Hasil penelitian menunjukkan bahwa media pembelajaran Ancermat memenuhi skor valid sebesar 4,53 dengan kriteria sangat tinggi dan memenuhi uji kepraktisan berdasarkan respon siswa mencapai skor rata-rata 4,41 dengan kriteria sangat baik. Berdasarkan hasil uji n-gain mencapai 0,580 dengan kriteria sedang dan memenuhi kriteria ketuntasan minimal dengan t hitung = 27,33 > t tabel = 2,042, artinya skor rata-rata tes keterampilan pemecahan masalah matematika siswa memenuhi kriteria ketuntasan minimal. Sehingga dapat disimpulkan bahwa media pembelajaran Ancermat memenuhi kriteria valid, praktis, dan efektif meningkatkan kemampuan pemecahan masalah matematika siswa sekolah dasar.Kata kunci: ancermat, media pembelajaran digital, keterampilan pemecahan masalah, siswa sekolah dasar.

Students' Computational Thinking Process in Solving PISA Problems of Change and Relationship Content Reviewed from Studentsâ€™ Self Efficacy Ananda Jullailatul Azizia; Imam Kusmaryono; Hevy Risqi Maharani; Ahmad Arifuddin
EduMa: Mathematics education learning and teaching Vol. 12 No. 1 (2023)
Publisher : Jurusan Tadris Matematika UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eduma.v12i1.13132

This research focuses on the stages of students' computational thinking processes in solving PISA questions about change and relationship content in terms of self-efficacy. The subjects of this study were 15-year-old students of class X MIPA 3 MAN 1 Semarang City, totaling 22 students and selected 2 students who had high self-efficacy, 2 students who had moderate self-efficacy and 2 students who had low self-efficacy. This research method uses a qualitative descriptive approach. Data collection using questionnaires, test instruments and interviews. Data analysis in this study included data collection, data reduction presented in text form and drawing conclusions or verification. The results of the study show that students' computational thinking processes in solving PISA questions about change and relationship content that have high self-efficacy can reach the stages of decomposition, pattern recognition, abstraction and algorithmic thinking as well as students' thought processes in carrying out plans can link real problems into mathematical problems. Whereas students who have self-efficacy are reaching the stages of decomposition, pattern recognition, abstraction and algorithmic thinking and in carrying out plans do not connect real problems to mathematical problems but use logic. Whereas students who have low self-efficacy only reach the stages of decomposition and pattern recognition have not done abstraction and algorithmic thinking because students' thinking processes in carrying out plans use logic and in solving these problems do not provide conclusions of answers and logical steps

Efektifitas Game Edukatif Digital untuk Meningkatkan Literasi dan Numerasi Siswa Sekolah Dasar: SLR Trijoko Bagus Setyawan; Rida Fironika Kusumadewi; Imam Kusmaryono
JANACITTA Vol. 9 No. 1 (2026): JANACITTA (Journal of Primary and Children’s Education)
Publisher : Universitas Ngudi Waluyo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35473/janacitta.v9i1.5020

This research is motivated by the urgent need for innovative interventions to improve literacy and numeracy in elementary school students. This study aims to (1) synthesize empirical evidence regarding the effectiveness of Game-Based Learning (GBL) on improving literacy and numeracy skills; (2) identify current research trends; and (3) formulate evidence-based instructional Design principles for the development of digital educational games. The method used is a Systematic Literature Review (SLR). The literature tracking process was carried out online using an indexed database with specific inclusion criteria (GBL, Literacy/Numeracy, Elementary School Students) in the publication period 2019–2023. After a rigorous screening process, 35 relevant articles were reviewed in depth. The data analysis technique was data extraction followed by thematic narrative synthesis. The results of the review indicate that GBL consistently produces significant positive impacts on the cognitive domain (mastery of procedural and conceptual knowledge in Literacy and Numeracy) and the affective domain (increased motivation, flow, and persistence). Specifically, GBL is efficacious in improving phonemic awareness (Literacy) and conceptual understanding of fractions (Numeracy). However, the most crucial finding is that GBL’s effectiveness depends heavily on the teacher’s pedagogical integration, not just on the game’s technical quality. The conclusion confirms that Digital Educational Games are a credible intervention to improve Literacy and Numeracy. However, the success of knowledge transfer from the game environment to the formal curriculum is highly dependent. The focus is on the teacher’s role as a facilitator (guide on the side) through a post-game reflective discussion (debriefing) session. The main recommendation is the need to develop educational games integrated with the Teacher Implementation Module to facilitate a meaningful debriefing phase. Abstrak Penelitian ini dilatarbelakangi oleh kebutuhan mendesak akan intervensi inovatif untuk meningkatkan literasi dan numerasi pada siswa sekolah dasar (SD). Penelitian ini bertujuan untuk (1) mensintesis bukti empiris mengenai efektivitas Pembelajaran Berbasis Game (Game-Based Learning atau GBL) terhadap peningkatan kemampuan literasi dan numerasi; (2) mengidentifikasi tren penelitian terkini; serta (3) merumuskan prinsip-prinsip desain instruksional berbasis bukti untuk pengembangan game edukatif digital. Metode yang digunakan adalah Tinjauan Literatur Sistematis (Systematic Literature Review/SLR). Proses pelacakan literatur dilakukan secara daring menggunakan basis data terindeks dengan kriteria inklusi spesifik (GBL, Literasi/Numerasi, Siswa SD) dalam rentang publikasi 2019-2023. Setelah proses penyaringan ketat, sebanyak 35 artikel relevan dikaji secara mendalam. Teknik analisis data adalah ekstraksi data yang dilanjutkan dengan sintesis naratif tematik. Hasil tinjauan menunjukkan bahwa GBL secara konsisten menghasilkan dampak positif yang signifikan pada ranah kognitif (penguasaan pengetahuan prosedural dan konseptual dalam Literasi dan Numerasi) dan ranah afektif (peningkatan motivasi, flow, dan ketekunan). Secara spesifik, GBL terbukti efektif dalam meningkatkan kesadaran fonemik (Literasi) dan pemahaman konseptual pecahan (Numerasi). Meskipun demikian, temuan paling krusial adalah bahwa efektivitas GBL sangat bergantung pada integrasi pedagogis guru, bukan hanya kualitas teknis game. Simpulan menegaskan bahwa Game Edukatif Digital adalah intervensi yang kredibel untuk meningkatkan Literasi dan Numerasi. Namun, keberhasilan alih pengetahuan (transfer) dari lingkungan game ke kurikulum formal sangat bergantung pada peran guru sebagai fasilitator (guide on the side) melalui sesi diskusi reflektif (debriefing) pasca-game. Rekomendasi utama adalah perlunya pengembangan game edukatif yang terintegrasi dengan Modul Implementasi Guru untuk memfasilitasi fase debriefing yang bermakna.

Co-Authors Achmad Rusdiantoro Achmad Rusdiantoro Afifatun Nasekhah Ahmad Arifuddin Ahmad Lutfi Akbar Muntoha Gufron Ali Umar Dhani aliyudin, ahmad Alwasi’i, Tubagus Amariah, Hanik Ananda Jullailatul Azizia Anggar Titis Prayitno Antok Ferdiyanto Bagus Ardi Saputro Bagus Ardi Saputro Basir, Abdul Basir, M. Abdul Basir, Mochamad Abdul Cahyo Budi Utomo Chaqi, Muhammad Dhiya’ul Chunyu Ji Dwijanto Dwijanto Dwijanto Dwijanto Dwijanto Dwijanto, Dwijanto Dwijanto, Dwijanto Dyana Wijayanti Dyana Wijayanti Eko Handoyo Ervina, Linda Yoga Eva Banowati Evi Chamalah Evi Chamalah Faiza Oktafiana Dika Saputri Fajri, Salsabila Syfa Yasmina Fitrian, Muhammad Cheza Alfirza Hanum, Shafa Fauziah Hardi Suyitno Hartatik, Siti Sri Hevy Rizqi Maharani Hevy Rizqi Maharani Huda, Fatchul Huda, Muhammad Nur Ibad, Muhammad Khoerul Ibnu Jamalul Lail Indriana, Adelia Febby Irfana, Lilik Jalil, Muhammad Abdul Ji, Chunyu Jupriyanto, Jupriyanto Kartinah Kartinah, Kartinah Khofizh, Muhammad Rifki Kinasih, Saulla Roro Kurnia Vera Alif Hazira Kurniasih, Gita Kusumadewi, Rida Fironika Lail, Ibnu Jamalul M. Abdul Basir Maharani, Hevy Risqi Maharani, Hevy Rizqi Manunal Ahna Mardiyah, Istianatun Margativera, Devia Marshanda, Oppie Restu Asia Maula, Fanindy Ghanif Mayana Agustyani Maylani May Safitri Medi Dwi Utari Mohamad Aminudin Mohamad Aminudin Mohamad Aminudin Mohamad Hariyono Muhamad Afandi Muhammad Abdul Basir Muhammad Aminudin Mumtaz, Nabil Roy musyafak Musyafak Mu’asaroh, Herdiyanti Putri Naufal, Hanif Ni'mah, Alviyatun Nila Ubaidah Nuhyal Ulia Nuhyal Ulia, Nuhyal Nuhyal Ulya Nur Hidayah Nuridin, Slamet Nurkaromah Dwidayati, Nurkaromah Pramesti, Regina Dinda Rachmawati, Silvia Rezkyma Nisya Aulia Utami Rida Fironika Kusumadewi Rida Fironika Kusumadewi Rizky, Indar Rosyid, Fatkhul Khoiru Roziq, Nanda Ibnu Mubaroq Rusdiantoro, Achmad Saputro, Bagus Adi Sari, Putri Dwi Novita Setianingrum, Cicik Setianingrum, Wahyu Desti Setyawan, Trijoko Bagus Setyo Wuri Kartika Nugraheni Shafa, Nadia Farikha Siti Nurhalisah Sri Kadarwati Sucihatiningsih Dian Wisika Prajanti Sujarwo Sujarwo Sutomo Sutomo Sutrianingsih Sutrianingsih Tagalih, Tegar Fauzan Fadil Tri Handayani Trijoko Bagus Setyawan Umulluha Hikmatut Karomah uswatun hasanah, uswatun Verdiana, Anugrah Wafii, Muhammad Amar Wardani, Yudhaviska Adidara Alya Widya Kusumaningsih Yulina Ismiyanti, Yulina Yunita Sari Zainal Abidin Zuhdan Kun Prasetyo

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