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All Journal JPMS (Jurnal Pendidikan Matematika dan Sains) Pythagoras: Jurnal Matematika dan Pendidikan Matematika Jurnal Riset Pendidikan Matematika AKSIOMA: Jurnal Program Studi Pendidikan Matematika JUITA : Jurnal Informatika JPPM (JURNAL PENELITIAN DAN PEMBELAJARAN MATEMATIKA) BAREKENG: Jurnal Ilmu Matematika dan Terapan Jurnal Tadris Matematika Applied Information System and Management Jurnal Eduscience (JES) Abdi: Jurnal Pengabdian dan Pemberdayaan Masyarakat Mandalika Mathematics and Educations Journal Jurnal Kajian dan Terapan Matematika Jurnal Tadris Matematika Mathema: Jurnal Pendidikan Matematika
Sri Andayani
Universitas Negeri Yogyakarta
Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Energy Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Mathematics Mechanical Engineering Medicine & Pharmacology Physics Public Health Transportation Other

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A Systematic Literature Review: The Role of Digital Technology in Improving Conceptual Understanding and Problem-Solving Skills Yuanda Oktrin Lay; Inayah Wulandari; Sri Andayani
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.v7i2.223

Abstract

In response to the evolving demands of 21st-century education, particularly the critical need to enhance students' conceptual understanding and problem-solving skills in mathematics, the strategic integration of digital technology has become increasingly vital. This research aims to explore the role of digital technology in improving students' conceptual understanding and problem-solving skills by classifying the types of tools used in previous studies. The method employed is a Systematic Literature Review (SLR). Data were sourced from the Google Scholar database, collected, filtered, and synthesized to form an article. The results of this study indicate that digital technology plays a significant role in students' conceptual understanding and problem-solving abilities in mathematics. The digital tools and products used to enhance students' conceptual understanding in mathematics include Microsoft Teams, Microsoft Form, Nearpod, Kahoot, Construct 2, Geoshape, Miro, Teams Room, Google Docs, Quizizz, Wordwall, FlipPDF, Patt_Art, digital LKPD (Learning Activity Sheets), Digital Games-Based Learning (DGBL), and learning materials based on Internet Technology. Meanwhile, the tools and digital products used to improve students' problem-solving skills in mathematics include Liveworksheet, GeoGebra, Spreadsheet, Schoology, Edmodo, Cloud Technology (Google Docs, Google Slides, Google Drive, Google Meet, Google Classroom, and SlideShare), Desmos, Padlet, digital book media, digital LKPD, and digital games. Future research could explore more effective teaching strategies in utilizing digital technology, ensuring that it not only enhances conceptual understanding and problem-solving skills but also fosters students' independent learning.
Digital Learning Transformation through the I-RME Learning Model Supported by LMS: Improving Students' Independence in Mathematics Learning Vepi Apiati; Sugiman Sugiman; Sri Andayani; Heri Retnawati; Wahyu Setyaningrum
Jurnal Riset Pendidikan Matematika Vol. 13 No. 1 (2026): May 2026
Publisher : Fakultas Matematika dan Ilmu Pengetahuan Alam Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jrpm.v13i1.96914

Abstract

The advancement of technology in the digital era has shifted mathematics learning from teacher-centered to student-centered approaches, emphasizing the importance of students’ learning independence. Learning Management Systems (LMS) have the potential to support this transformation; however, their use in fostering learning independence remains limited. Therefore, integrating technology with appropriate learning models is essential. This study aims to examine the effectiveness of digital learning transformation through the implementation of an LMS-supported I-RME (Inquiry–Realistic Mathematics Education) learning model in enhancing students’ independence in learning mathematics. A quasi-experimental design was employed involving 198 tenth-grade students from two senior high schools in Tasikmalaya. The experimental group received instruction using the LMS-supported I-RME learning model, while the control group was taught using the I-RME learning model without LMS and conventional methods. Students’ learning independence was measured using a validated and reliable questionnaire. The results indicate that the experimental group demonstrated greater improvement in learning independence compared to the control group. These findings suggest that the LMS-supported I-RME learning model is effective in promoting students’ independence in learning mathematics and provides more optimal outcomes than both non-LMS I-RME learning model and conventional approaches.
The Urgency of Developing Students’ Numeracy Skills: A Needs Analysis Study as a Foundation for Educational Design Research Jayanti Putri Purwaningrum; Sugiman Sugiman; Sri Andayani
Jurnal Penelitian dan Pembelajaran Matematika Vol 19, No 2 (2026): JPPM (Jurnal Penelitian dan Pembelajaran Matematika) Volume 19 Nomor 2 Agustus
Publisher : Universitas Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62870/jppm.v19i2.40023

Abstract

Numeracy skills are an essential competency for solving problems in daily life. However, the development of mathematics learning remains a challenge today. Therefore, a study is needed that not only describes students’ numeracy skills but also identifies development needs based on empirical data. This study employed a mixed-methods approach combining quantitative and descriptive qualitative methods, based on an analysis of students’ responses to numeracy problems and interview data. The subjects who participated in the numeracy test in this study were 146 seventh-grade students from five junior high schools in Kudus Regency, selected using purposive sampling, while the subjects for the interviews consisted of 15 students and 5 mathematics teachers. The results of this study indicate variations in students’ numeracy achievement across indicators, reflecting differences in the level of mastery in applying mathematical concepts across contexts. These variations provide a basis for identifying more specific needs for the development of students’ numeracy skills. These findings indicate that mathematics instruction has not yet optimally facilitated the development of thinking processes that require comprehensive numeracy skills. The implications of this research highlight the urgency of developing learning designs that are more targeted, contextual, and aligned with students’ ways of thinking. Such designs should be developed based on real needs to support the development of students’ numeracy skills more effectively
Penerapan Model Pembelajaran Discovery Learning Berbentuan Geogebra Untuk Meningkatkan Kemampuan Berpikir Kreatif Siswa SMP M. Tata Aulia Rahman; Sri Andayani; Farizal Ramadhan
Mandalika Mathematics and Educations Journal Vol 8 No 1 (2026): Edisi Maret
Publisher : FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jm.v8i1.11673

Abstract

This study was motivated by the low level of creative thinking skills among junior high school students in the subject of flat-sided solid geometry and the dominance of conventional learning methods that do not encourage concept exploration. This study aims to describe the application of the GeoGebra-assisted Discovery Learning model and examine the improvement in students' creative thinking skills. This research employed a classroom action research design through the stages of planning, action, observation, and reflection. The research subjects were eighth-grade junior high school students. The instruments used included a creative thinking ability test, observation sheets, and documentation. The results showed an increase in creative thinking skills in each cycle, as indicated by improvements in the indicators of fluency, flexibility, originality, and elaboration. Learning became more interactive, students were more active in exploring concepts, and were able to find various problem-solving strategies. Theoretically, these results reinforce the constructivist paradigm that mathematical creativity develops through structured exploration and discovery. Practically, this model can be an alternative for learning spatial geometry by paying attention to time management and optimal syntax implementation.
RECONCEPTUALIZING ETHNOMATHEMATICS-BASED ASSESSMENT: TEACHERS’ BELIEFS AND IMPLICATIONS FOR MATHEMATICS EDUCATION Dewi Purnama Sari; Jailani Jailani; Sri Andayani
JURNAL EDUSCIENCE Vol 13, No 3 (2026): IN PRESS
Publisher : Universitas Labuhanbatu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36987/jes.v13i3.9268

Abstract

Objective – This study aims to examine in depth how teachers’ beliefs influence the conceptualization and practice of ethnomathematics-based assessment in mathematics education.Methodology – This study employs a descriptive qualitative approach, involving 10 junior high school mathematics teachers in Deli Serdang. Data collection was conducted through semi-structured interviews, and data analysis used the Miles and Huberman model, which includes data reduction, data presentation, and conclusion drawing.Findings – The results indicate that ethnomathematics-based assessment is understood not merely as a technical innovation in evaluation but as a pedagogical and epistemological process that connects mathematics, culture, and students' learning experiences. Teachers view mathematics as a universal science that can be interpreted within local cultural contexts; consequently, assessments aligned with students' socio-cultural realities are deemed more meaningful. This study also found that ethnomathematics-based assessment is a process of cultural mathematization that involves identifying cultural practices, transforming mathematical concepts, and translating them into contextual assessment activities. Furthermore, teachers' beliefs play a crucial role in the implementation of assessment, although a gap persists between teachers' positive beliefs and classroom assessment practices due to limited systemic support.Contribution – This study elucidates the process of cultural mathematization in assessment design and identifies the gap between beliefs and practices as a basis for developing more contextually relevant training and educational policies
Reviewing The Combination of Case-Based Reasoning and Machine Learning for Improving a Decision Support System Hendri Maradona; Fatchul Arifin; Sri Andayani
Applied Information System and Management (AISM) Vol. 9 No. 1 (2026): Applied Information System and Management (AISM)
Publisher : Depart. of Information Systems, FST, UIN Syarif Hidayatullah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/aism.v9i1.48904

Abstract

This study investigates the integration of case-based reasoning (CBR) with machine learning (ML) to enhance decision support systems. Due to the inadequate synthesis of empirical data in this domain by previous research, we undertook a systematic review of 46 indexed journal articles published between 2019 and 2024. The review adhered to PRISMA principles to ensure a transparent and rigorous selection and analysis procedure. We analyzed integration architectures and documented performance results, application areas, and persistent implementation challenges. The research indicates that hybrid CBR-ML systems typically surpass single-method systems in accuracy, precision, and flexibility, with an average improvement of approximately 7% over CBR-only systems. Sequential and ensemble approaches typically demonstrate effectiveness, though weighted hybrid designs often achieve superior precision and recall, particularly in complex problem domains such as healthcare and finance where accuracy is critical. Researchers based in Asia authored the majority of the reviewed studies, with contributions from Europe and Africa following. These regions concentrated high-impact applications in healthcare, finance, manufacturing, and environmental management. Notwithstanding these developments, several enduring challenges persist, including substantial computational demands, vulnerability to variations in data quality, and the continuing scarcity of clearly articulated evaluation protocols, which hinder the effective implementation of high-impact applications across these regions. Overall, existing findings suggest that integrating reasoning-oriented approaches with learning-based methods can yield a balanced trade-off between predictive accuracy and interpretability. 
Co-Authors Atin Argianti Atmini Dhoruri Bambang Sumarno Hadi Marwoto Choirul Fatihin Dea Armelia Dewi Purnama Sari Endang Listyani Farizal Ramadhan Fatchul Arifin Fatma Agus Setyaningsih Fina Fitri Nurjannah Firdayana Makmur Fithri Annisatun Lathifah Gabriella Intan Permatasari Habibullah Habibullah Hendri Maradona, Hendri Heri Retnawati Ibnu Rafi Inayah Wulandari Iqlima Ramadhani Fabella Jailani Jailani Jayanti Putri Purwaningrum Kamhar Ngado Kana Hidayati M. Tata Aulia Rahman Mardhani Dwi Novianto Raden Rosnawati Retnani, Namita Ria Anjasmaya Rohmadi Ahmad Ridwan Sahid Sahid Septiana Hikmawati Shelly Lubis Sivica Elmaningtyas Sugiman Sugiman Thesa Adi Saputra Yusri Thesa Adi Saputra Yusri Vepi Apiati Vevi Arini Azizatus Sufaidah Wahyu Setyaningrum Widuri Asmaranti Wiwiet Widyaningsih Yuanda Oktrin Lay