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All Journal Pythagoras: Jurnal Matematika dan Pendidikan Matematika Jurnal Riset Pendidikan Matematika AKSIOMA: Jurnal Program Studi Pendidikan Matematika Jurnal Elemen EDU-MAT: Jurnal Pendidikan Matematika Al Ishlah Jurnal Pendidikan Union: Jurnal Ilmiah Pendidikan Matematika JTAM (Jurnal Teori dan Aplikasi Matematika) Jurnal Math Educator Nusantara: Wahana Publikasi Karya Tulis Ilmiah di Bidang Pendidikan Matematika Jurnal Ilmiah Profesi Pendidikan Mandalika Mathematics and Educations Journal Indonesian Journal of Educational Assesment Jurnal Paedagogy Didaktika: Jurnal Kependidikan Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran International Journal of Robotics and Control Systems Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Journal of General Education and Humanities Edumatica: Jurnal Pendidikan Matematika Jurnal Inovasi Pembelajaran Matematika: PowerMathEdu (PME) JME (Journal of Mathematics Education) Jurnal Kajian dan Terapan Matematika Jurnal Pedagogi Matematika International Journal of Mathematics and Science Education Jurnal Pendidikan Islam
Elly Arliani
Departement Of Mathematics Education, Universitas Negeri Yogyakarta
Religion Humanities Biochemistry, Genetics & Molecular Biology Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Earth & Planetary Sciences Education Electrical & Electronics Engineering Energy Engineering Environmental Science Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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A Systematic Review of the Use of Technology in Educational Assessment Practices: Lesson Learned and Direction for Future Studies Retnawati, Heri; Kardanova, Elena; Sumaryanto, Sumaryanto; Prasojo, Lantip Diat; Jailani, Jailani; Arliani, Elly; Hidayati, Kana; Susanti, Mathilda; Lestari, Himmawati Puji; Apino, Ezi; Rafi, Ibnu; Rosyada, Munaya Nikma; Tuanaya, Rugaya; Dewanti, Septinda Rima; Sotlikova, Rimajon; Kassymova, Gulzhaina Kuralbayevna
International Journal of Robotics and Control Systems Vol 4, No 4 (2024)
Publisher : Association for Scientific Computing Electronics and Engineering (ASCEE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31763/ijrcs.v4i4.1572

Abstract

Previous studies have demonstrated that technology helps achieve learning outcomes. However, many studies focus on just one aspect of technology’s role in educational assessment practices, leaving a gap in studies that examine how various aspects affect the use of technology in assessments. Hence, through a systematic work, we analyzed the extent and manner in which technology is integrated into educational assessments and how education level, domain of learning, and region may affect the use of technology. We reviewed empirical studies from two major databases (i.e., Scopus and ERIC) and a national journal whose focus and scope are on educational measurement and assessment, following PRISMA guidelines for systematic reviews. The findings of the present study are directed towards emphasizing the roles of technology in educational assessment practices and how these roles are adapted to varying educational contexts such as the level of education, the three domains of learning (i.e., cognitive, psychomotor, and affective), and the setting in which the assessment was conducted. These findings not only highlight the current roles of technology in educational assessment but also provide a roadmap for future research aimed at optimizing the integration of technology across diverse educational contexts.
Assessment Quality in Mathematics Learning: An Analysis of Critical Thinking Instruments for Derivative Topics Amini, Nurul; Arliani, Elly
Jurnal Ilmiah Profesi Pendidikan Vol. 10 No. 1 (2025): Februari
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jipp.v10i1.3087

Abstract

The assessment of students' critical thinking abilities is crucial for the learning process; however, numerous educators have been unable to select high-quality evaluation tools. A question that is effective must satisfy the following criteria: adequate validity, reliability, difficulty level, differentiating power, and effectiveness of the checker. A quantitative approach was employed in this study, which employed descriptive methods in one of the high schools in Yogyakarta. 15 summative test items on derivative material were administered to 30 students as the research subjects. The question is declared valid, as the content validity results using V-Aiken's indicate a value of 0.8889. This value is classified as high. The reliability test yielded a value of 0.924 for choice questions and 0.777 for description questions, suggesting that the questions were reliable. The analysis of the items revealed that item number 6 required deletion due to its low differential power, while item number 7 required revision. Questions 10 and 12 should be addressed in accordance with the level of difficulty. The exemptions are ineffective, necessitating revision of the answer options in question numbers 9 and 10. This research underscores the significance of enhancing evaluation instruments to facilitate the attainment of student learning indicators.
LITERASI MATEMATIKA MATERI SISTEM PERSAMAAN DAN PERTIDAKSAMAAN LINIER: PENGEMBANGAN BUTIR SOAL Nur Lailatul Azizah; Elly Arliani; Mayang Purbaningrum; Sahrul Ramadhan
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 13, No 2 (2024)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v13i2.8547

Abstract

Kebanyakan guru terkendala dalam mengindentifikasi indikator kemampuan matematika saat penyusunan soal. Sehingga soal tidak dapat mengukur kemampuan siswa dengan tepat. Penelitian ini bertujuan untuk mengembangkan tes literasi matematika pada materi sistem persamaan dan pertidaksamaan linier. Terdapat empat kriteria soal yang dikembangkan, yakni valid, tingkat kesukaran, keefektifan pengecoh, dan daya pembeda yang baik. Jenis penelitian ini adalah penelitian dan pengembangan (R&D) menggunakan desain ADDIE. Teknik pengambilan sampel berupa Cluster Random Sampling dengan memilih 3 kelompok kelas secara acak. Data empiris hasil uji coba dianalisis menggunakan Classical Test Theory(CTT). Terdapat 12 butir tes pilihan ganda dan 3 butir uraian yang dikembangkan dan diujikan kepada 90 siswa kelas 10 SMK. . Hasil dari validitas adalah 0,93 dan reliabilitas 0,86. Menunjukkan bahwa soal tes literasi matematika valid dan reliabel. Sebanyak 12 butir soal pada kategori baik dan 3 butir soal pada kategori cukup baik. Terdapat 14 butir soal memiliki hasil estimasi daya pembeda yang baik, 14 butir soal dengan hasil estimasi kesukaran sedang dan 10 butir soal dengan hasil estimasi distraktor yang berfungsi dengan baik. Sehingga perlu dilakukan revisi pada 2 soal yang memiliki hasil estimasi distraktor yang tidak berfungsi dengan baik. Most teachers have problems identifying indicators of mathematical ability when preparing questions so, it’s cannot measure students' abilities accurately. This research aims to develop  mathematical literacy test that focuses on systems of linear equations and inequalities. There are four question criteria developed, those are validity, level of difficulty, effectiveness of distractors, and good discriminating power. This type of research is research and development (R&D) using the ADDIE design. The sampling technique is Cluster Random Sampling by selecting 3 class groups randomly. Empirical data from trial results were analyzed using Classical Test Theory (CTT). There were 12 multiple choice test items and 3 essay items which were developed and tested on 90 students of grade 10 Vocational High School. The results of validity are 0.93 and reliability 0.86. Shows the mathematics literacy test questions are valid and reliable. A total of 12 questions were in the good category and 3 questions were in the quite good category. There were 14 questions with good discriminant estimation results, 14 questions with moderate difficulty estimation results, and 10 questions with distractor estimation results which functioned well. So it is necessary to revise the 2 questions with the distractor estimation results not functioning properly.
Accuracy of Self-Assessment and Peer Assessment in Learning : A Systematic Literature Review Sinaga, Yohana Dwi Kristiani; Arliani, Elly; Ngala, Januarius Clief; Agustina, Ni Luh Ika Tri
Jurnal Paedagogy Vol. 11 No. 2 (2024): April
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jp.v11i2.9417

Abstract

This study aims to explore the influence of self-assessment and peer assessment in learning, the factors affecting the accuracy of self-assessment and peer assessment, and efforts to enhance the accuracy of self-assessment and peer assessment. This research was a qualitative approach with a systematic literature review method. The data collected are from national and international scholarly journals related to self-assessment and peer assessment in learning, which were then analyzed using content analysis. According to the study's findings, using peer and self-evaluation to evaluate students' learning had a very beneficial effect. Thus, it should be put into practice. Additionally, a number of factors, such as self-confidence, emotional intelligence, self-perception of abilities, prior experience, feedback quality, assessment instrument clarity, assessor agreement, and trust in peer assessment, affect how accurately learners assess themselves and each other. Clear assessment criteria and procedures, which provide students direction for both their own and their peers' evaluations, can increase the accuracy of peer and self assessments. Good feedback is essential to improving both assessment techniques' accuracy. In addition, sufficient instruction for pupils is required to guarantee that evaluations are more precise, impartial, and beneficial.
Do Habits of Mind and Cognitive Style Affect Critical Thinking Ability of High School Students? Sinaga, Yohana Dwi Kristiani; Arliani, Elly
Jurnal Kependidikan : Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran, dan Pembelajaran Vol. 10 No. 3 (2024): September
Publisher : LPPM Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v10i3.12730

Abstract

This research aims to analyze the influence of habits of mind and cognitive style (field dependent and field independent) on the critical thinking ability of high school students. This research employs a mixed-method approach with an explanatory sequential design and a QUAN → qual model. The population consists of all 11th-grade high school students in Sintang Regency, West Kalimantan Province, with a sample of 385 students and 19 students serving as interview informants. The instruments used include a critical thinking ability test, habits of mind questionnaire, GEFT, and interview guidelines. The analysis techniques employed are descriptive analysis, inferential analysis, and qualitative analysis based on Miles & Huberman. The results show that habits of mind and cognitive style simultaneously have a significant influence on critical thinking ability. Furthermore, based on the coefficient of determination, it is found that habits of mind and cognitive style together have the power to explain critical thinking ability. The implication is that teachers need to adjust learning strategies based on students' cognitive styles and develop habits of mind to improve their critical thinking skills.
Designing Closed-Ended Questions into Open-Ended Questions to Support Student’s Creative Thinking Skills and Mathematical Communication Skills Septiani, Syilvia; Retnawati, Heri; Arliani, Elly
JTAM (Jurnal Teori dan Aplikasi Matematika) Vol 6, No 3 (2022): July
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/jtam.v6i3.8517

Abstract

The ability of creative thinking and mathematical communication is important in learning mathematics. However, in fact mathematics learning in schools today has not shown an optimal effort to help students develop creative thinking skills and mathematical communication skills. The purpose of this study is to examine the use of open-ended questions in mathematics learning and in the evaluation of mathematics learning to support the ability of creative thinking and mathematical communication skills of students, this will be implemented in the perspective of literature review. The type of research used is a systematic and structured literature review, where researchers synthesize relevant study results from international and national literature through Google Scholar, Eric, DOAJ, Scopus and ScienceDirect. Based on the analysis results obtained that mathematical learning using open-ended questions is effectively used to support the ability of creative thinking and mathematical communication skills of students; the provision of open-ended questions can be familiarized with providing learning methods leading to an open-ended approach; the test in the form of open-ended questions can be used as a tool to measure the ability of creative thinking and mathematical communication skills of students; the use of open-ended question can be applied to all levels of education; and the need for high creativity from teachers to prepare learning by applying open-ended questions.
Comparing Probing-Prompting and Problem-Based Learning to Improve Mathematical Reasoning, Self-Efficacy, and Adversity Quotient in Junior High Students Sophia Elma; Elly Arliani
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 4 (2025): DECEMBER 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i4.7934

Abstract

Developing students’ mathematical reasoning, self-efficacy, and adversity quotient is essential in supporting their academic resilience and problem-solving skills. This study compares the effectiveness of Probing-Prompting (PP) and Problem-Based Learning (PBL) models in enhancing these three domains among junior high school students. A quasi-experimental design with a nonequivalent (pretest-posttest) control-group approach was used. The study involved 56 seventh-grade students from a public junior high school in Yogyakarta, divided into two classes: an experimental group using PP and a control group using PBL. Data were collected using validated and reliable instruments, including mathematical reasoning tests and self-report questionnaires on self-efficacy and adversity quotient. Data analysis employed paired t-tests, independent t-tests, Mann–Whitney U tests, and Hotelling's T² with a significance level of 0.05. Both PP and PBL significantly improved students' mathematical reasoning, self-efficacy, and adversity quotient. However, comparative analyses showed no statistically significant differences in the mean gain scores between the two groups for all three variables: mathematical reasoning (t = 0.829, p = 0.206), self-efficacy (U = 351.50, p = 0.256), and adversity quotient (U = 334.00, p = 0.173). While PP and PBL are both effective, neither demonstrated clear superiority in improving the targeted skills. The short intervention period may have limited the full impact of the PP model. Nonetheless, the findings suggest both models offer valuable strategies for supporting students’ cognitive and non-cognitive development.
The Effectiveness of Website-Assisted Ethnomathematics-Based RME on Junior High School Students’ Understanding of Mathematics Fikri, Darojatun; Hartono, Hartono; Arliani, Elly
Edumatica : Jurnal Pendidikan Matematika Vol 15 No 3 (2025): Edumatica: Jurnal Pendidikan matematika (Desember 2025)
Publisher : Department of Mathematics Education, Faculty of Teacher Training and Education, Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/edumatica.v15i3.47672

Abstract

This study examines the effectiveness of Realistic Mathematics Education, also supported by a website based on ethnomathematics, on the understanding of math concepts among junior high school students. The research method used in this study is quantitative research with a pre-experimental design, one-group pretest-posttest. The sample in the study was 29 students, which was taken from the 8th-grade students of a junior high school in Yogyakarta, picked through cluster random sampling. This study’s instruments were essay tests, which had been validated and proven reliable. The data from the research were analysed by descriptive and inferential statistics, where the inferential statistics included the Normality Shapiro-Wilk test and the One-Sample T-Test. The results indicated a significant improvement in students' understanding of math concepts after using RME through ethnomathematics-based website reach a significant change. This is evidenced by the posttest average value of 82.228, which is far more significant than the Minimum Mastery Criteria value of 75, and 79.31% of the students achieved and exceeded it. These results suggest that including local cultural contexts, batik motifs, and the Borobudur Temple structures in students’ learning process can enhance the students’ conceptual achievement level by strengthening the relationship with the learning process in their daily lives.
ANALISIS INSTRUMEN TES KEMAMPUAN NUMERASI DAN ANGKET SELF-EFFICACY SISWA SMP PADA MATERI RASIO Fauziyyah Fauziyyah; Elly Arliani; Eminugroho Ratna Sari
EDU-MAT: Jurnal Pendidikan Matematika Vol 13, No 2 (2025)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/edumat.v13i2.23006

Abstract

Penelitian ini bertujuan untuk menganalisis kualitas butir tes kemampuan numerasi dan angket self-efficacy siswa SMP pada materi rasio. Instrumen yang digunakan difokuskan pada materi rasio pada 32 siswa kelas VII di salah satu sekolah menengah pertama di Yogyakarta. Instrumen terdiri atas soal pilihan ganda, esai, dan angket, yang telah divalidasi oleh ahli. Data dianalisis untuk mengevaluasi daya pembeda, tingkat kesukaran, dan reliabilitas setiap soal. Hasilnya menunjukkan bahwa butir soal tes kemampuan numerasi memiliki reliabilitas tinggi (r-11=0,834) pada soal pilihan ganda dan (r-11=0,886)  pada soal esai, sedangkan angket self-efficacymenunjukkan relianilitas sangat tinggi (r-11=0,915). Selain itu, daya pembeda dan tingkat kesukaran berada pada kategori cukup baik hingga baik. Temuan ini mengindikasikan bahwa instrumen yang dikembangkan layak digunakan dalam evaluasi pembelajaran matematika, khususnya pada materi rasio. Penelitian ini memberikan kontribusi dalam pengembangan instrumen evaluasi yang valid dan reliabel, serta memperkuat pentingnya analisis butir sebagai langkah kritis dalam menjaga mutu asesmen pendidikan. Kata kunci: Analisis Butir, Numerasi, Self-Efficacy, Rasio Abstract: This study aims to analyse the quality of numeracy test items and student self-efficacy questionnaires on ratio material. The instruments used focused on ratio material for 32 seventh-grade students at a junior high school in Yogyakarta. The instruments consisted of multiple-choice questions, essays, and questionnaires, which had been validated by experts. The data was analysed to evaluate the discriminating power, difficulty level, and reliability of each question. The results indicated that the numeracy test items had high reliability (r-11=0,834) for multiple-choice questions and (r-11=0,886) for essay questions, while the self-efficacy questionnaire showed very high reliability (r-11=0,915). In addition, the discrimination power and difficulty level were in the fair to satisfactory category. These findings indicate that the developed instruments are suitable for use in mathematics learning evaluation, especially in ratio material. This study contributes to the development of valid and reliable evaluation instruments and reinforces the importance of item analysis as a critical step in maintaining the quality of educational assessment. Keywords: Item Analysis, Numeracy, Self-Efficacy, Ratio
PENGEMBANGAN LKPD BERBASIS PROBLEM BASED LEARNING PADA MATERI SISTEM PERSAMAAN LINEAR DUA VARIABEL (SPLDV) KELAS VIII SMP UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR TINGKAT TINGGI SISWA Mursyida, Itsna; Arliani, Elly
Jurnal Pedagogi Matematika Vol 11, No 3 (2025): Jurnal Pedagogi Matematika
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpm.v11i3.19742

Abstract

Penelitian ini bertujuan untuk (1) menghasilkan LKPD berbasis problem based learning materi SPLDV kelas VIII SMP untuk meningkatkan kemampuan berpikir tingkat tinggi siswa, dan (2) mendeskripsikan kualitas LKPD berbasis problem based learning materi SPLDV kelas VIII SMP untuk meningkatkan kemampuan berpikir tingkat tinggi siswa ditinjau dari aspek kevalidan, kepraktisan, dan keefektifan.Penelitian ini merupakan penelitian pengembangan dengan model ADDIE yang meliputi lima tahapan pengembangan yaitu : Analysis, Design, Development, Implementation, dan Evaluation. Instrumen penelitian yang digunakan adalah lembar penilaian LKPD untuk mengukur kevalidan, angket respons siswa untuk mengukur kepraktisan, dan tes kemampuan berpikir tingkat tinggi untuk mengukur keefektifan. Uji coba produk pengembangan dilakukan di SMP N 3 Depok. Subjek penelitiannya adalah 29 siswa kelas VIII D SMP N 3 Depok.Penelitian ini menghasilkan LKPD berbasis problem based learning untuk meningkatkan kemampuan berpikir tingkat tinggi siswa menggunakan model ADDIE. Hasil penelitian terhadap kualitas LKPD adalah sebagai berikut. (1) Berdasarkan penilaian kualitas RPP dan LKPD oleh dosen dan guru matematika selaku validator , RPP dinyatakan valid dengan skor rata-rata penilaian oleh dosen 4,6 yang termasuk kategori sangat valid dan penilaian LKPD oleh guru matematika sebesar 4,55 yang termasuk kategori sangat valid. (2) Berdasarkan angket respons siswa setelah mengikuti pembelajaran menggunakan LKPD yang sudah dikembangkan, dinyatakan praktis dengan rata-rata skor 4,03 yang termasuk kategori praktis. (3) Berdasarkan hasil tes kemampuan berpikir tingkat tinggi yaitu pre-test siswa sebelum mengikuti pembelajaran dan hasil post-test setelah pembelajaran memenuhi kualifikasi efektif dengan 18 siswa mendapatkan nilai posttest diatas KKM, sedangkan sisanya yaitu 10 siswa mendapat nilai posttest dibawah KKM, sehingga presentase ketuntasan siswa sebesar 64,28%. Keefektifan LKPD didukung juga dengan hasil uji hipotesis menggunakan uji Wilcoxon yang memperoleh nilai signifikansi 0,05 sehingga H0 ditolak. Hal itu berarti terdapat pengaruh penggunaan LKPD terhadap hasil belajar siswa, dilihat dari nilai posttest yang meningkat dibandingkan nilai pretest siswa.
Co-Authors Agus Santoso Agustina, Ni Luh Ika Tri Amelia Anggraini Amini, Nurul Anisa Dwi Oktarina Apino, Ezi Ariyadi Wijaya Azriah Azriah Bazuri, Ahmad Bela Nurfania Depi Ardian Nugraha Djamilah Bondan Widjajanti Djidu, Hasan Dwi Susanti Eka Mega Nanda Eka Ramadanti Eminugroho Ratna Sari Fauziyyah Fauziyyah Fifi Khairun Nisa Fikri, Darojatun Fishy Dirgahastyan Provita Hartono Hartono Heri Retnawati Himmawati Puji Lestari Irfan Hilmi Isnaeni Isnaeni Iva Agustiyani Jailani Jailani Januarius Clief Ngala Kana Hidayati Kardanova, Elena Kartianom, Kartianom Kassymova, Gulzhaina Kuralbayevna Kismiantini Kismiantini Lantip Diat Prasojo Latif Irfan Lia Yuliana M. Rafi Marlina Septiana Mathilda Susanti Mayang Purbaningrum Muhammad Catur Budi Sejati Muhammad Catur Budi Sejati Muhammad Riski Mursyida, Itsna Ngala, Januarius Clief Ni Luh Ika Tri Agustina Nindy Fadlila Nur Lailatul Azizah Nur Lailatul Azizah Nurul Amini Nurul Mu'minin Mz Rachma Hanan Tiasto Rasmuin Rasmuin Reni Yuliyanti Retno Subekti Rosyada, Munaya Nikma Sahrul Ramadhan Sari, Anisa Fatma Kurnia Septiani, Syilvia Septinda Rima Dewanti Sherlyna Maryanto Putri Silfi Nisa Fitriana Simangunsong, Alfauzan Ramadhanny Sinaga, Yohana Dwi Kristiani Siti Marfu'ah Sophia Elma Sotlikova, Rimajon Sugiman Sugiman Sumaryanto Sumaryanto, Sumaryanto Syarif Hidayatullah Syukrul Hamdi Tuanaya, Rugaya Viera Setya Damayanti Vita Rizky Wahyu Setyaningrum Yohana Dwi Kristiani Sinaga