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All Journal Jurnal Penelitian dan Evaluasi Pendidikan JPTK: Jurnal Pendidikan Teknologi dan Kejuruan Pythagoras: Jurnal Matematika dan Pendidikan Matematika Jurnal Riset Pendidikan Matematika AKSIOMA: Jurnal Program Studi Pendidikan Matematika Jurnal Elemen Edumatsains Al-Jabar : Jurnal Pendidikan Matematika Al Ishlah Jurnal Pendidikan REiD (Research and Evaluation in Education) Jurnal Penelitian Pendidikan IPA (JPPIPA) Educatio BAREKENG: Jurnal Ilmu Matematika dan Terapan Jurnal Math Educator Nusantara: Wahana Publikasi Karya Tulis Ilmiah di Bidang Pendidikan Matematika Munaddhomah: Jurnal Manajemen Pendidikan Islam Journal of Mathematics Instruction, Social Research and Opinion International Education Trend Issues Kharisma: Jurnal Administrasi dan Manajemen Pendidikan Naradidik: Journal of Education & Pedagogy JME (Journal of Mathematics Education) Statistika BERBAKTI: Jurnal Pengabdian Kepada Masyarakat Quadratic: Journal of Innovation and Technology in Mathematics and Mathematics Education Jurnal Pedagogi Matematika Riemann : Research of Mathematics and Mathematics Education Indonesian Educational Research Journal International Journal of Mathematics and Science Education Journal of Computer Science and Informatics (JOCSI) Educational Dynamics: International Journal of Education and Social Sciences Jurnal Pendidikan Islam Indonesian Journal on Learning and Advanced Education (IJOLAE)
Syukrul Hamdi
Faculty Of Mathematics And Natural Sciences, Universitas Negeri Yogyakarta
Religion Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Dentistry Economics, Econometrics & Finance Education Energy Engineering Environmental Science Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Mechanical Engineering Physics Social Sciences Transportation Other

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Assessing Institutional Quality Assurance Effectiveness through Internal Quality Audit Results Syukrul Hamdi; Lia Yuliana; Riki Perdana; Nirmala Adhi Yoga Pambayun; Martutik Martutik; Sri Maharini
Kharisma: Jurnal Administrasi dan Manajemen Pendidikan Vol. 5 No. 1 (2026): Integrative Islamic Education Management
Publisher : Perkumpulan Dosen Tarbiyah Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59373/kharisma.v5i1.140

Abstract

This mixed-methods study, employing correlation analysis, investigated the impact of the internal quality assurance (IQA) system at a leading university in Indonesia. Drawing on data from Internal Quality Audits (AMI) conducted across eleven faculties and institutional units, the research aimed to evaluate institutional performance and identify areas for enhancement. Using a four-point rating scale, descriptive analysis revealed the highest mean scores in Mission (3.86), Governance and Leadership (3.86), Education (3.82), and Finance, Facilities, and Technology (3.77). These findings indicate institutional strengths in strategic direction, organizational performance management, and resource sustainability. Analysis at the faculty level revealed notable variations. For instance, overachievement was observed in specific units (e.g., FBSB, FIPP) and particular selection criteria (e.g., FISHIPOL – Teaching), while the PPGPPI Directorate achieved maximum scores across all indicators. Conversely, lower mean scores were recorded for Community Service (3.58) and Tri Dharma Outputs (3.41), both rated "Very Good," suggesting potential shortcomings in external engagement and research impact. Pearson bivariate correlation analysis identified two primary clusters of significant positive correlations: one among strategic, governance, financial, and output indicators (r = 0.887–0.944; p < 0.01), and another among supporting academic dimensions. The study contributes empirically grounded insights to inform quality policy development. It recommends implementing benchmarking of best practices to enhance community engagement and establishing continuous professional development programs for faculty to strengthen overall institutional quality.
Quality Assurance in Islamic Higher Education: Global Trends, Challenges, and Future Directions Lia Yuliana; Syukrul Hamdi; Riki Perdana
Munaddhomah: Jurnal Manajemen Pendidikan Islam Vol. 7 No. 1 (2026): Progressive Management of Islamic Education
Publisher : Prodi Manajemen Pendidikan Islam Pascasarjana Institut Pesantren KH. Abdul Chalim Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31538/munaddhomah.v7i1.2547

Abstract

This study conducts a systematic review of 32 articles on Quality Assurance (QA) in Islamic higher education, focusing on geographical contexts, methodological approaches, QA models used, QA dimensions studied, and supporting factors and challenges in QA implementation. The analysis reveals a dominance of research conducted in Indonesia (87%) with qualitative methods as the primary approach (75%), while quantitative and mixed-method studies remain limited. Popular QA models include Total Quality Management (TQM), the PDCA cycle, and the Internal Quality Assurance System (SPMI) with the PPEPP framework, supported by national and international accreditation such as BAN-PT, AUN-QA, and FIBAA. A key analytical finding of this review is that Islamic values are not merely presented as normative foundations but are operationalized within QA practices. Core values such as amanah (accountability), itqan (professional excellence), ihsan (continuous improvement), adl (fairness), and shura (participatory governance) are embedded in leadership decision-making, academic governance, curriculum quality control, and the development of internal quality culture. These values function as internal drivers that strengthen institutional commitment, ethical compliance, and sustainability of QA cycles. The most studied QA dimensions are institutional leadership, human resource development, teaching, and curriculum. Key findings indicate that systematic implementation of QA cycles and accreditation significantly improves accreditation status, institutional reputation, and graduate competitiveness. Main supporting factors include leadership commitment, internal QA regulations, HR training, and cross-institutional collaboration, whereas challenges include limited human resources, funding, organizational culture resistance, and readiness for international standards. The impact of QA is evident in improved academic quality, academic services, and research collaboration. This study recommends enhancing strategic leadership, strengthening HR capacity, digitalizing QA, and promoting global benchmarking as pivotal steps to sustain quality improvement in Islamic higher education towards achieving global reputation and international competitiveness.
Implicit Pedagogical Alignment with van Hiele Theory in Geometry Learning: Teachers’ Understanding, Instructional Practices, and Assessment Nur'aini Muhassanah; Ariyadi Wijaya; Syukrul Hamdi; Heri Retnawati; Wahyu Setyaningrum; Novi Andri Nurcahyono
Indonesian Educational Research Journal Vol. 4 No. 1 (2026): Current trends in education and learning
Publisher : CV. Samuel Manurung and Co

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56773/ierj.v4i1.158

Abstract

Teachers’ understanding of students’ geometric thinking is essential for designing geometry instruction that supports cognitive development. Although previous studies have demonstrated the effectiveness of van Hiele-based instruction, little is known about how teachers understand and enact its principles in classroom practice. This study explored junior secondary mathematics teachers’ understanding of the van Hiele theory, their perceptions of students’ geometric thinking levels, the instructional strategies they employ, and their assessment practices in geometry learning. A qualitative phenomenological approach was conducted with eleven junior secondary mathematics teachers selected through purposive sampling. Data were collected through semi-structured interviews and analyzed using thematic analysis. The findings indicate that teachers have limited formal understanding of the terminology and hierarchical structure of the van Hiele theory. Nevertheless, they demonstrate implicit pedagogical alignment with its principles through their classroom practices. Teachers were able to identify students’ geometric thinking, particularly at the visualization and analysis levels, and employed concrete and visual representations, exploratory learning, classroom discussion, questioning, and contextual problem-solving to support students’ learning. Assessment practices included oral questioning, written tasks, observations, presentations, and formative assessment, although assessment of higher-order geometric reasoning remained limited. These findings suggest that teachers’ professional experience can foster pedagogical practices consistent with van Hiele’s principles despite limited theoretical mastery. The study contributes empirical evidence of implicit pedagogical alignment and highlights the importance of professional development that integrates teachers’ practical experience with a systematic understanding of geometric thinking.
Implementing STEM-Based Mathematics Learning in Indonesian High Schools: Teachers’ Understanding, Challenges, and Supporting Factors Indra Kurniawan; Sugiman; Syukrul Hamdi
Riemann: Research of Mathematics and Mathematics Education Vol. 8 No. 1 (2026): EDISI APRIL
Publisher : Program Studi Pendidikan Matematika Universitas Katolik Santo Agustinus Hippo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38114/riemann.v8i1.176

Abstract

STEM is a learning approach that can enhance students' mathematical skills by linking mathematics with science, technology, and engineering, thereby increasing students’ motivation. This study analyzed teachers' understanding and the challenges they face in implementing STEM-based mathematics instruction. A phenomenology-informed qualitative study explored the experiences of 12 mathematics teachers across six provinces in Indonesia: West Java, Central Java, East Java, Yogyakarta, West Sumatra, and West Nusa Tenggara. Data were collected through online interviews and analyzed using the Bogdan & Biklen technique, including data reduction, axial coding, theme determination, and conclusion and interpretation. The results indicate that teachers view STEM-based mathematics as a means to connect subjects, develop critical 21st-century skills, and apply knowledge in real-life contexts. They implement STEM through project-based, interdisciplinary lessons that increase student engagement, despite challenges such as time constraints, curriculum demands, and differences in student readiness. Effective STEM instruction relies on professional development, school support, and sufficient resources to enable teachers to integrate STEM concepts confidently into mathematics teaching. These findings highlight the importance of providing structured guidance, adequate teaching materials, and policy support to enhance teachers’ capacity to deliver STEM-based mathematics effectively, bridging theory and practice for meaningful student learning.
Pendidikan matematika realistik berbantuan geogebra: Efektifkah ditinjau dari literasi matematika dan kemandirian belajar? Nurul Indah Septianisha; Syukrul Hamdi; Wahyu Setyaningrum
Jurnal Math Educator Nusantara: Wahana Publikasi Karya Tulis Ilmiah di Bidang Pendidikan Matematika Vol 11 No 2 (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.v11i2.26341

Abstract

This study aims to 1) describe the effectiveness of implementing RME assisted by GeoGebra in terms of students' mathematical literacy and self-directed learning; 2) describe the effectiveness of implementing PBL in terms of students' mathematical literacy and self-directed learning; and 3) describe the differences in effectiveness between GeoGebra-assisted RME and PBL in terms of mathematical literacy and self-directed learning. This study involved 64 eighth-grade students from a public junior high school in Yogyakarta, utilizing a nonequivalent control group design Data were collected through test and non-test instruments and analyzed using one-sample t-tests and Hotelling's T² test. The findings show that: 1) GeoGebra-assisted RME learning is effective in enhancing both students’ mathematical literacy and self-directed learning; (2) PBL is also proven to be effective in supporting students’ mathematical literacy and self-directed learning; (3) A significant difference exists between the effectiveness of GeoGebra-assisted RME and PBL when viewed from the perspectives of mathematical literacy and self-directed learning; (4) GeoGebra-assisted RME does not outperform PBL in improving mathematical literacy; and (5) GeoGebra-assisted RME is more effective than PBL in promoting students’ self-directed learning. Therefore, the choice of instructional strategy should align with the intended learning outcomes.
PENGARUH MODEL PEMBELAJARAN GUIDED INQUIRY TERHADAP KEMAMPUAN PEMECAHAN MASALAH MATEMATIS DAN SELF-EFFICACY PADA PEMBELAJARAN MATEMATIKA SMP KELAS VIII Neneng Uswatun Hasanah; Syukrul Hamdi
Jurnal Pedagogi Matematika Vol 12, No 2 (2026): Jurnal Pedagogi Matematika
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpm.v12i2.22373

Abstract

Penelitian ini bertujuan untuk mendeskripsikan pengaruh model pembelajaran guided inquiry terhadap kemampuan pemecahan masalah matematis dan self-efficacy siswa pada pembelajaran matematika SMP kelas VIII dan mendeskripsikan perbedaan antara pembelajaran model guided inquiry dengan pembelajaran ekspositori terhadap kemampuan pemecahan masalah matematis dan self-efficacy siswa pada pembelajaran matematika SMP Kelas VIII. Jenis penelitian ini kuasi eksperimen dengan desain penelitian nonequivalent control group design, dilakukan pada siswa kelas VIII A dan VIII C SMP N 1 Turi. Terdapat 4 hipotesis pada penelitian ini, uji hipotesis menggunakan uji paired sample t-test dan independent sample t-test. Hasil penelitian ini menunjukkan bahwa pada hipotesis pertama terdapat pengaruh pembelajaran guided inquiry terhadap kemampuan pemecahan masalah matematis siswa, pada hipotesis kedua terdapat pengaruh pembelajaran guided inquiry terhadap self-efficacy siswa, pada hipotesis ketiga terdapat perbedaan antara pembelajaran model guided inquiry dengan pembelajaran ekspositori terhadap kemampuan pemecahan masalah matematis siswa, dan pada hipotesis keempat terdapat perbedaan antara pembelajaran model guided inquiry dengan pembelajaran ekspositori terhadap self-efficacy siswa pada pembelajaran matematika SMP kelas VIII.
The Influence Of Number Head Together Learning With Intelligent Puzzle On Mathematics Learning Out Comes Nuansa Trimaya Fadhilla; Syukrul Hamdi
International Education Trend Issue Vol. 2 No. 1 (2024): International Education Trend Issue (January–June)
Publisher : PT. BATARI EDU CALYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56442/ieti.v2i1.403

Abstract

This research aims to determine the influence of number heads together learning with intelligent puzzle on mathematics learning outcomes on grade IV students of Kepatihan Primary school Purworejo City. This research method is quasi experimental with Nonequivalent Group Pretest Posttest Design. Sample selected by using saturated sampling. The population of this research is all Grade IV students of Kepatihan Primary School Purworejo. Class IV A (21) as control class, and class IV B (18) as experimental class. Data analysis includes validity, normality, homogeneity test and Mann-Whitney U test with the help of SPSS 23 Program. The results of this research show there is influence of number heads together learning with intelligent puzzle on mathematics learning outcomes on grade IV students of Kepatihan Primary School Purworejo. The result of this research shows Asymp.Sig (2tailed) 0.001 < 0.05. Based on the results of the analysis and discussion, there is a difference in the mean score of learning outcomes experimental class is 94.90 and control is 81.21.
ADLX Introflex-Based GeoGebra Learning Media for Triangle and Quadrilateral Congruence: Supporting Mathematical Problem Solving and Learning Independence Utari Vitriawati; Syukrul Hamdi
EduMatSains : Jurnal Pendidikan, Matematika dan Sains Vol 11 No 2 (2026): October
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Kristen Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33541/edumatsains.v11i2.8713

Abstract

Students’ mathematical problem-solving ability and learning independence in Integrated Islamic Junior High Schools (SMP IT) still need to be improved. In addition, the implementation of ADLX Introflex-based learning has not been fully supported by interactive learning media. This study aimed to develop learning media based on ADLX Introflex assisted by GeoGebra for the topic of triangle and quadrilateral congruence and to describe its quality in terms of validity, practicality, and effectiveness. This research employed the Research and Development (R&D) method using the ADDIE model, consisting of Analyze, Design, Develop, Implement, and Evaluate stages. A small-scale trial was conducted at SMPIT Iqro Nogosari, Boyolali, while a large-scale trial was conducted at SMPIT Nur Hidayah Surakarta, involving eighth-grade students. Data were collected through interviews, observations, questionnaires, mathematical problem-solving tests, and learning independence questionnaires. Data were analyzed descriptively and quantitatively to determine the validity and practicality of the media, while its effectiveness was analyzed using a normality test and the Wilcoxon Signed Rank Test on pretest and posttest results. The results showed that the media obtained mean scores of 4.79 from material experts and 4.82 from media experts, both categorized as highly valid. Teacher and student responses indicated that the media was highly practical. Statistical analysis also showed significant improvements in students’ mathematical problem-solving ability and learning independence. Therefore, the developed media is valid, practical, and effective for mathematics learning.
Improvement of Students' Problem-Solving Abilities and Social Attitudes Through The Creative Problem-Solving Model in Mathematics Learning Ais Kumila; Syukrul Hamdi
JME (Journal of Mathematics Education) Vol 11, No 2 (2026): JME (Jul - Dec)
Publisher : Universitas Sembilanbelas November Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v11i2.2890

Abstract

Mathematics education in Indonesia, currently faces various serious challenges, including low interest in learning, weak problem-solving skills, and a lack of social attitude development among students during the learning process. One alternative to overcome these problems is the Creative Problem Solving (CPS) model. This model is designed to improve students' creative thinking, problem-solving, and social collaboration skills. This study aims to investigate the impact of the CPS model on the mathematical problem-solving abilities and social attitudes of junior high school students. The method used in this study was a pre-experimental design with a one-group pretest-posttest involving 32 eighth-grade students at SMP Negeri 8 Yogyakarta. Data collection was conducted through descriptive tests to measure problem-solving abilities and Likert scale questionnaires to measure students' social attitudes before and after the implementation of the CPS model. Statistical analysis results showed a significant increase in both problem-solving abilities (p = 0.001) and students' social attitudes (p = 0.008) after learning using the CPS model. The results of this study indicate that the CPS model is not only capable of improving students' cognitive competence in solving mathematical problems but also encourages the development of social attitudes such as cooperation, responsibility, and empathy.
Co-Authors Abdul Rahim Abdul Rahim Agus Maman Abadi Ais Kumila Ali Muhson Amat Jaedun Andhika Matsubara, Septien Anisa Dwi Oktarina Ariyadi Wijaya Astri Wahyuni Badrun Kartowagiran Chrisdiyanto, Endar Devi, Annisa Nirmala Dini Liya Meirani Djidu, Hasan Doni Setyawan Dwi Novita Sari Dwi Oktarina, Anisa Edi Istiyono Edy Istiyono Edy Supriyadi Elly Arliani Endar Chrisdiyanto Endar Chrisdiyanto Ermawati, Seni Evi Novianti Farida Agus Setiawati Heri Retnawati I Nyoman Arcana I Nyoman Arcana Ian Harum Prasasti Iin Aulia Suganda Indra Kurniawan Jailani Jailani Kana Hidayati Lia Yuliana Mahyudin Mahyudin Marfu&#039;ah Nur Cahyanti Martutik Martutik Mu'minin, Nurul Muhammad Fauzan Musyadad, Faridl Neneng Uswatun Hasanah Nila Mareta Murdiyani Nirmala Adhi Yoga Pambayun Novi Andri Nurcahyono Nuansa Trimaya Fadhilla Nur'aini Muhassanah Nurrana Fitria Luthfi Nurul Indah Septianisha Nurul Mu&#039;minin Mz Oktarina, Anisa Dwi Rahman, Hadi Nur Ramadhani Rashid, Salman Resky Nuralisa Gunawan Riki Perdana Rina Safitri Rina Safitri Risky Setiawan Seni Ermawati Siswantoyo Sri Maharini Sugiman Suswiyati Utari Vitriawati Wahyu Setyaningrum Widihastuti Wulaningrum, Tyas Yanti Kumala Sembiring Yoel Istiawanto Yoppy Wahyu Purnomo Yuliana Yuliana Yuntari, Yustina Hilda Zafrullah Zafrullah Zafrullah, Zafrullah