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All Journal JURNAL DERIVAT: JURNAL MATEMATIKA DAN PENDIDIKAN MATEMATIKA Jurnal Riset Pendidikan Matematika AKSIOMA: Jurnal Program Studi Pendidikan Matematika JINOP (Jurnal Inovasi Pembelajaran) AlphaMath: Journal of Mathematics Education Math Didactic: Jurnal Pendidikan Matematika Al Ishlah Jurnal Pendidikan Jurnal SOLMA JMM (Jurnal Masyarakat Mandiri) SELAPARANG: Jurnal Pengabdian Masyarakat Berkemajuan Perspektif Ilmu Pendidikan SJME (Supremum Journal of Mathematics Education) JUPE : Jurnal Pendidikan Mandala Abdimas Umtas : Jurnal Pengabdian kepada Masyarakat FIBONACCI: Jurnal Pendidikan Matematika dan Matematika MEJ (Mathematics Education Journal) Community Development Journal: Jurnal Pengabdian Masyarakat Didaktik : Jurnal Ilmiah PGSD STKIP Subang JPIn : Jurnal Pendidik Indonesia KIDDO: Jurnal pendidikan Islam Anak Usia Dini Jurnal Pengabdian UNDIKMA International Journal of Multidisciplinary: Applied Business and Education Research Multidiciplinary Output Research for Actual and International Issue (Morfai Journal) SJME (Supremum Journal of Mathematics Education)
Reni Dwi Susanti
Universitas Muhammadiyah Malang
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Chemical Engineering, Chemistry & Bioengineering Civil Engineering, Building, Construction & Architecture 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 Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Medicine & Pharmacology Nursing Public Health Social Sciences Other

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Analysis of Student Computational Thinking in Solving Social Statistics Problems: Analysis of Student Computational Thinking in Solving Social Statistics Problems Susanti, Reni Dwi; Taufik, Marhan
SJME (Supremum Journal of Mathematics Education) Vol 5 No 1 (2021): Januari 2021
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Singaperbangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35706/sjme.v5i1.4376

Abstract

This study aims to see students' computational thinking in solving social statistics questions and to find out why students experience their mistakes. This type of research uses a descriptive qualitative approach. The subjects used in this study were Governmental Science students taking the Social Statistics course. Data collection techniques were carried out by observation and tests. The instruments used in this study were the observation sheet and the test question sheet. The analysis is carried out by reducing the data first, then presenting the data, and ending by concluding the results of the computational thinking indicator. The results showed that all aspects of computational thinking have been carried out by students, starting from Decomposition, Pattern Recognition, Abstraction, and Algorithm design. Students get the highest percentage, namely algorithm design with 84% and the lowest on decomposition with 65.5%. The cause of errors, in general, is because students are not used to completing in a structured manner. Students are accustomed to solving problems by directly substituting values into the formula without first writing down what is known and looking for what is needed in the questions first.
Implementasi Pendekatan Computational Thinking Melalui Game Jungle Adventure Terhadap Kemampuan Problem Solving Wardani, Shafanda Setya; Susanti , Reni Dwi; Taufik, Marhan
SJME (Supremum Journal of Mathematics Education) Vol 6 No 1 (2022): Supremum Journal of Mahematics Education
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Singaperbangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35706/sjme.v6i1.5430

Abstract

Tujuan dari penelitian ini untuk mengimplementasikan pendekatan computational thinking terhadap kemampuan problem solving melalui game jungle adventure. Subjek dalam penelitian ini adalah siswa kelas XII SMA Negeri 1 Turen Tahun Pelajaran 2019/2020. Penelitian ini menggunakan metode penelitian kuantitatif eksperimental dengan model ADDIE. Hasil validasi pedoman wawancara adalah 75%, hasil validasi dari kuisioner siswa adalah 68,75%, dan hasil validasi dari media pembelajaran adalah 73,2%. Hal ini menyatakan bahwa pedoman wawancara, kuisioner dan media pembelajaran dapat dikatakan valid. Hasil kuisioner siswa menyatakan bahwa 90% siswa menyatakan bahwa game ini sesuai dengan indikator dan layak digunakan. Hasil lembar jawaban game menyatakan bahwa 75 % dari siswa sudah dapat dikatakan baik dan mampu menguasai seluruh indikator computational thinking. Game Jungle Adventure dapat membantu proses problem solving dengan pendekatan computational thinking pada siswa SMA.  
Representation Of Students' Relational Understanding In Solving Evidence-Related Problems Taufik, Marhan; Susanti, Reni Dwi
SJME (Supremum Journal of Mathematics Education) Vol 6 No 1 (2022): Supremum Journal of Mahematics Education
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Singaperbangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35706/sjme.v6i1.5715

Abstract

The goal of this study is to see how students' relational understanding affects their ability to solve proof problems in basic logic classes. Because this study will illustrate how students' relational knowledge in solving arithmetic problems, it is a qualitative research with a descriptive kind. Tests and interviews were used to gather data, which was then evaluated using research data reduction methodologies, which included presenting data in the form of descriptions based on features of relational knowledge, and finally concluding the findings. The findings revealed that students' relational understanding appeared to be carried out in solving proof problems, specifically in the interpretation aspect, then in the aspect of preparing questions and hypotheses, and finally in the aspect of generalization, all of which were visible when observations were made and were found in the responses of students. However, there are still flaws and inconsistencies in the signs of applying and performing reasoning.
EXPLORING THE ROLE OF WORKING MEMORY AND COGNITIVE LOAD IN MATHEMATICS LEARNING : A SYSTEMATIC LITERATURE REVIEW Bayu Romadon; Muhammad Syaifuddin; Reni Dwi Susanti; Anis Farida Jamil; Arif Hidayatul Khsusna
Multidiciplinary Output Research For Actual and International Issue (MORFAI) Vol. 6 No. 1 (2026): Multidiciplinary Output Research For Actual and International Issue
Publisher : RADJA PUBLIKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.18553362

Abstract

This study aims to explore the role of working memory and cognitive load in mathematics learning through a Systematic Literature Review (SLR) approach. This review was conducted to obtain a comprehensive understanding of how working memory capacity and cognitive load management influence mathematical thinking processes, conceptual understanding, and problem-solving performance. The SLR procedure refers to the PRISMA 2020 guidelines, which include the stages of identification, screening, eligibility, and inclusion. Article searches were conducted through the Scopus and Springer Nature Link databases, covering publications from 2015 to 2025. From the articles identified, six met the inclusion criteria and were analyzed thematically. The findings show that visuo-spatial working memory has a significant relationship with mathematical ability, particularly in the development of symbolic representation and problem-solving skills. Additionally, learning effectiveness is strongly influenced by instructional design that manages cognitive load, where strategies such as worked examples, scaffolding, and question-asking have been shown to reduce excessive cognitive load. This review highlights the importance of instructional approaches that consider students’ working memory capacity and cognitive load regulation in order to achieve optimal mathematical understanding.
Development of Mathematics Teaching Materials Based on the Merdeka Curriculum in Vocational High Schools Susanti, Reni Dwi; Taufik, Marhan; Effendi, Moh. Mahfud
Mathematics Education Journal Vol. 9 No. 1 (2025): MEJ Vol 9 No.1
Publisher : Department of Mathematics Education University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/mej.v9i1.41009

Abstract

Effective learning is facilitated in large part by teaching modules.  Teaching modules of the Merdeka Curriculum serve as useful manuals for educators as they prepare, carry out, and assess their lessons.  The goal of this project is to provide teaching modules for mathematics that complement the Merdeka Curriculum's features in vocational high schools (SMK). Teachers of mathematics at SMK participated.  Based on instructor input and expert assessment, the created module was determined to be useful and suitable for usage.  Comprehensive elements of the training include contextually applicable Pancasila student profiles and prior capabilities. Essential questions, worthwhile learning activities, and comprehensive assessments that include diagnostic, formative, and summative evaluations are all included in this Problem-Based Learning (PBL) method. There are other resources for enrichment and remediation. A high degree of acceptability is shown by the average effectiveness score of 84.625% obtained from teacher replies.  It is anticipated that this module will assist educators in carrying out contextualized, relevant learning that is in line with the objectives of the Merdeka Curriculum.
Promoting Innovation in Mathematics Learning: An International Program for Strengthening Teacher Competence through STEAM In'am, Akhsanul; Effendi, Moh Mahfud; Susanti, Reni Dwi; Taufik, Marhan; Cahyono, Hendarto
Jurnal Pengabdian UNDIKMA Vol. 7 No. 2 (2026): May
Publisher : LPPM Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jpu.v7i2.20240

Abstract

This community service activity aims to strengthen teachers’ competencies in designing and implementing contextual STEAM learning that is aligned with local school conditions. The program was conducted at the Musa-Asia Integrated School (SEPAMA), Cambodia, involving junior high school teachers and school leaders. The implementation methods included a baseline needs analysis, workshop-based training, instructional design mentoring, the implementation of simple classroom projects, and pre-test and post-test evaluations of teacher competency. Data were analyzed descriptively and quantitatively by comparing the mean pre-test and post-test scores and calculating the gain. The findings indicate an improvement in teacher competency across all measured dimensions, particularly in interdisciplinary integration and project-based learning. The average score for STEAM understanding increased from 2.82 to 3.27, representing a 15.96% improvement, while the project-based learning score increased from 2.45 to 3.09, representing a 26.12% improvement. Teachers also began to perceive STEAM learning as a practical and feasible approach that could be implemented by utilizing the school environment and students’ daily activities. The classroom project implementation demonstrated increased student engagement, although not all teachers applied the approach consistently due to time constraints and the need for further adaptation. Field findings suggest that the simplified contextual STEAM approach is relevant to local school settings and effective in enhancing teacher readiness. Overall, this activity had a positive impact on improving teacher capacity and learning quality, with strong potential for sustainability through continuous mentoring and institutional support from partner schools.
ASESMEN OTENTIK DAN EVALUASI BERBASIS KINERJA DALAM PEMBELAJARAN ABAD KE-21 Shalehoddin; Ummi Zakiyah Darojat; Reni Dwi Susanti
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 02 (2026): Volume 12 No. 2, Juni 2026 Public
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i02.12992

Abstract

Authentic assessment and performance-based evaluation are increasingly relevant assessment approaches in 21st-century learning, emphasizing the development of critical thinking, creativity, collaboration, and contextual problem-solving skills. However, the implementation of these two approaches in the field still faces various obstacles, including low teacher assessment literacy and limited adequate assessment instruments. This study aims to analyze the concepts, characteristics, implementation strategies, and challenges of authentic assessment and performance-based evaluation through a Systematic Literature Review (SLR) approach. Data were collected from national journals accredited by SINTA 4 and SINTA 5 and relevant literature published between 2021 and 2026. The analysis was conducted with reference to the PRISMA guidelines through the stages of identification, screening, eligibility, and inclusion, resulting in a final total of 13 articles. The results indicate that authentic assessment is able to assess students' learning outcomes holistically across cognitive, affective, and psychomotor aspects, while performance-based evaluation emphasizes students' ability to demonstrate competency through real-world tasks. Both approaches have been proven to contribute to increasing learning engagement and mastery of 21st-century competencies. However, optimal implementation requires teacher preparedness, systematic planning, and adequate institutional support.
The Effect of Multiple Representation-Based Learning on Student Learning Outcomes: The Role of Learning Styles Reni Dwi Susanti; Marhan Taufik; Hendarto Cahyono; Nabila Juliana Faisal
AlphaMath : Journal of Mathematics Education Alphamath: Vol. 12, No. 1, May 2026
Publisher : Department of Mathematics Education, Universitas Muhammadiyah Purwokerto, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/alphamath.v12i1.30433

Abstract

This study aims to examine the impact of instruction using multiple representations on student learning outcomes and to investigate patterns related to learning styles. This research is motivated by the limited number of studies that combine various types of mathematical representation with the use of technology, especially the use of Python as an exploratory and contextual learning tool. A quantitative method with a one-group pretest-posttest design was applied in this study, which involved 72 students. Data were collected through pretest and posttest scores, learning style categorization, and information on dominant representations, which were subsequently analyzed using R-Studio. The results indicate a significant improvement in student academic performance following the implementation of instruction based on diverse representations. The mean score increased from 64.79 in the pre-test to 80.37 in the post-test (mean difference = 15.58), with a paired t-test showing significance (p < 0.001). Additionally, an ANOVA analysis revealed no significant differences in learning outcomes based on learning styles. Network analysis suggests that students utilize various types of representations in a flexible manner, without being confined to a specific learning style. Visual representations appeared to be more dominant, but all learning styles were interrelated with various forms of representation. Overall, the results of this study indicate that multiple-representation-based instruction is effective in improving learning outcomes and supporting a more flexible learning process. This approach creates a more adaptive learning environment compared to methods that rely solely on learning style preferences.
Co-Authors Alfiani Athma Putri Rosyadi Anis Farida Jamil Arif Hidayatul Khsusna Bayu Romadon Dita Oktavihari Hariyo Sugeng Widodo Hendarto Cahyono Ilmi, Malika Kautsar In’am, Akhsanul Marhan Taufik Mayang Dintarini Mayang Dintarini Mayang Dintarini Moh. Mahfud Effendi Mohammad Syaifuddin Muhammad Syaifuddin Nabila Juliana Faisal Rizal Dian Azmi Shafanda Setya Wardani Shalehoddin Siti Fatimah Soenaryo Siti Khoiruli Ummah Suwandayani, Beti Istanti Tikeu Yuaruan Nesitaf Sari Ummi Zakiyah Darojat Valentino Ananda Putra Wardani, Shafanda Setya Yuliana Yuliana Zuhro Putri Firdausi