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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 Math Educator Nusantara: Wahana Publikasi Karya Tulis Ilmiah di Bidang Pendidikan Matematika Jurnal Eduscience (JES) Abdi: Jurnal Pengabdian dan Pemberdayaan Masyarakat Mandalika Mathematics and Educations Journal Jurnal Paedagogy Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Jurnal Kajian dan Terapan Matematika Jurnal Tadris Matematika Mathema: Jurnal Pendidikan Matematika
Sri Andayani
Universitas Negeri Yogyakarta
Biochemistry, Genetics & Molecular Biology Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Mathematics Mechanical Engineering Medicine & Pharmacology Physics Public Health Social Sciences 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): Jurnal Eduscience (JES), (Authors from Malaysia, Saudi Arabia, and Indonesia)
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. 
Case Study of Students' Errors in Mathematical Modeling: Analysis Based on Solution Plan Stages in Context-Based Problems Ni Luh Ayu Gita Saraswati; Sri Andayani; Kadek Yoga Santhika
Jurnal Paedagogy Vol. 13 No. 3 (2026): July
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jp.v13i3.20257

Abstract

This study aims to analyze students’ errors in solving context-based systems of two-variable linear equations (STLVE) based on the stages of the mathematical modeling solution process. This study employed a qualitative approach with a descriptive case study design. The research subjects consisted of 28 ninth-grade students from one class at a junior high school in Denpasar, Indonesia, from which eight students were selected as interview participants. The primary data consisted of students’ answer sheets from the first summative assessment on the systems of two-variable linear equations topic, as well as interview data obtained from students and mathematics teachers. Data were analyzed qualitatively through the stages of data condensation, data display, and conclusion drawing. Students’ errors were classified and interpreted based on the four stages of the mathematical modeling solution process. The results showed that students’ errors in solving context-based systems of two-variable linear equation problems occurred at all stages of the solution process, with the highest frequency of errors appearing in the advanced stages of mathematical modeling. These errors were influenced by several factors, including limited understanding of contextual information, insufficient practice, weak mastery of solution methods, the tendency to solve problems hastily without verification, and difficulties in relating calculation results back to the given context. The findings indicate that the mathematical modeling solution process can serve as a systematic framework for identifying and understanding students’ errors comprehensively, as well as providing a foundation for developing more meaningful and targeted mathematics learning strategies.
Tracing Students’ Cognitive Progression in Geometry: A Design-Based Research Through the Van Hiele Model of Instruction and Ethnomathematics Ipah Muzdalipah; Marsigit Marsigit; Sri Andayani
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol. 14 No. 1: January 2026
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v14i1.18025

Abstract

This study investigated students’ cognitive progression in geometry based on Van Hiele levels. It used a design-based research approach that integrates the Van Hiele Model of Instruction with ethnomathematics, following the McKenney & Reeves design cycle (analysis and exploration, design and construction, and evaluation and reflection). Data were collected through Van Hiele tests, observations, teachers and students interview, and documentation, and analysed using qualitative methods (data reduction, data display, and conclusion drawing/verification). The pilot class (cycle 1) was conducted with 34 eighth-grade students at SMPN 6 Tasikmalaya in August 2025, while actual class (cycle 2) was carried out with 33 eighth-grade students at SMPN 13 Tasikmalaya in September 2025. The research results showed that students’ cognitive development peaked at the visualization phase in both the pilot class (85%) and the actual class (94%), with fewer students progressing to higher levels. However, the actual class (61% at the formal deduction level) demonstrated notable improvement compared to the pilot class (41% at the formal deduction level), due to refinements in instructional design. These findings suggest that integrating ethnomathematics with the Van Hiele model effectively enhances students’ geometric thinking.
THE EFFECTIVENESS OF RME AND SCIENTIFIC APPROACHES IN TERMS OF MATHEMATICAL LITERACY AND LEARNING INTEREST Shinta Bella Margaretta; Sri Andayani; Wahyu Setyaningrum
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.v15i1.13295

Abstract

AbstractStudents’ low levels of mathematical literacy and learning interest indicate a need for effective instructional approaches that can address both cognitive and affective learning outcomes. Comparative studies on the effectiveness of the RME and scientific approaches in improving mathematical literacy and learning interest remain limited, especially at the SMP level. This study examines the effectiveness of each approach and compares their impact on students’ mathematical literacy and learning interest. This study employed a quantitative approach using a pretest–posttest control group design. The population of the study consisted of all seventh-grade students at a public SMP in Yogyakarta. The sample comprised 64 students from two seventh-grade classes. The participants were selected using convenience sampling. The experimental group received RME-based instruction, while the control group was taught using the scientific approach. MANOVA results show that both approaches significantly improve mathematical literacy and learning interest. However, no significant difference was found between the two groups, as indicated by a p-value > 0.05. These findings suggest that both approaches are equally effective. The study provides insight for teachers in applying context-based learning. Future research may explore digital-based strategies to further support mathematical literacy and learning interest. AbstrakRendahnya tingkat literasi matematika dan minat belajar siswa menunjukkan perlunya pendekatan yang efektif untuk mengembangkan hasil belajar kognitif maupun afektif. Penelitian komparatif mengenai efektivitas pendekatan RME dan pendekatan saintifik dalam meningkatkan literasi matematika dan minat belajar masih terbatas, khususnya di tingkat SMP. Penelitian ini bertujuan mengkaji efektivitas masing-masing pendekatan dan membandingkan pengaruhnya terhadap literasi matematika dan minat belajar siswa. Penelitian ini menggunakan pendekatan kuantitatif dengan desain pretest–posttest kelompok kontrol. Populasi penelitian terdiri atas seluruh siswa kelas VII di salah satu SMP negeri di Yogyakarta. Sampel penelitian berjumlah 64 siswa yang berasal dari dua kelas VII. Partisipan dipilih menggunakan teknik convenience sampling. Kelompok eksperimen diajar dengan pendekatan RME, sedangkan kelompok kontrol menggunakan pendekatan saintifik. Hasil analisis MANOVA menunjukkan bahwa kedua pendekatan efektif dalam meningkatkan literasi matematika dan minat belajar siswa. Namun, tidak terdapat perbedaan signifikan antara kedua kelompok (nilai p > 0.05), yang berarti keduanya memiliki efektivitas yang setara. Temuan ini memberikan wawasan bagi guru dalam menerapkan pembelajaran berbasis konteks. Penelitian lanjutan dapat mengeksplorasi integrasi teknologi untuk mendukung pengembangan literasi matematika dan minat belajar.
Interactive matrix website: Facilitating discovery learning to improve students' mathematical literacy skills Eugenia Natalia Lawang; Sri Andayani
Jurnal Math Educator Nusantara: Wahana Publikasi Karya Tulis Ilmiah di Bidang Pendidikan Matematika Vol 11 No 1 (2025): Jurnal Math Educator Nusantara
Publisher : Program Studi Pendidikan Matematika, Universitas Nusantara PGRI Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29407/jmen.v11i1.25194

Abstract

This research is motivated by the low mathematical literacy skills of students in Indonesia, which is an important skill for the application of mathematics in daily life. The purpose of this study is to develop an interactive website based on google sites to improve students' mathematical literacy skills, especially in matrix materials. The method used in this study is the ADDIE (Analysis, Design, Development, Implementation, Evaluation) model, which involves students of grade XI social studies in Yogyakarta as participants. Data is collected through tests (pre-test and post-test) and non-tests (questionnaires and observations) to get a comprehensive picture of the effectiveness of the website developed. Data analysis is carried out qualitatively and quantitatively to assess the validity, practicality, and effectiveness of the product. The results of the study showed that the website developed met the validity criteria of material and media experts, and was considered very practical by teachers and students, with an average learning implementation of 90.25%. The effectiveness test using the paired sample t-test showed a significant increase between the pre-test and post-test scores, with the average post-test reaching 84.84, which exceeded the minimum completeness criteria (KKTP) set. In addition, more than 75% of students have successfully achieved KKTP. The implication of this study is that the interactive website developed can be an effective tool in improving students' mathematical literacy skills, so it is expected to help students better understand mathematical concepts and apply them in daily life. This research makes a positive contribution to efforts to improve the quality of mathematics education in Indonesia
Co-Authors Atin Argianti Atmini Dhoruri Bambang Sumarno Hadi Marwoto Choirul Fatihin Dea Armelia Dewi Purnama Sari Endang Listyani Eugenia Natalia Lawang 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 Ipah Muzdalipah Iqlima Ramadhani Fabella Jailani Jailani Jayanti Putri Purwaningrum Kadek Yoga Santhika Kamhar Ngado Kana Hidayati M. Tata Aulia Rahman Mardhani Dwi Novianto Marsigit Marsigit Ni Luh Ayu Gita Saraswati Raden Rosnawati Retnani, Namita Ria Anjasmaya Rohmadi Ahmad Ridwan Sahid Sahid Septiana Hikmawati Shelly Lubis Shinta Bella Margaretta 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