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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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The Effect of the Discovery Learning Model with the Aptitude Treatment Interaction Strategy on the Ability to Understand Mathematical Concepts and Self-Efficacy of Class X Students of SMA 3 Tarakan Fishy Dirgahastyan Provita; Elly Arliani
International Journal of Mathematics and Science Education Vol. 3 No. 1 (2026): February : International Journal of Mathematics and Science Education
Publisher : Asosiasi Riset Ilmu Matematika dan Sains Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62951/ijmse.v3i1.287

Abstract

This study aims to: (1) Determine the effect of the discovery learning model with the aptitude treatment interaction strategy on the mathematical concept comprehension and self-efficacy of 10th-grade students at SMA Negeri 3 Tarakan; (2) Determine the effect of the discovery learning model with the aptitude treatment interaction strategy on the mathematical concept comprehension of 10th-grade students at SMA Negeri 3 Tarakan; (3) Determine the effect of the discovery learning model with the aptitude treatment interaction strategy on the self-efficacy of 10th-grade students at SMA Negeri 3 Tarakan. The research population included all tenth-grade students of SMA Negeri 3 Tarakan in the 2024/2025 academic year. The research sample consisted of two classes selected randomly: one experimental class receiving discovery learning with an aptitude treatment interaction strategy and one control class receiving conventional learning. The research instruments consisted of a test measuring mathematical concept understanding on trigonometry material and a self-efficacy questionnaire. The data obtained were tested for prerequisites through normality and homogeneity tests before being analyzed using inferential statistical tests in the form of an independent samples t-test with the assistance of SPSS software version 26.0. The research results show that the implementation of the discovery learning model with the aptitude-treatment interaction strategy has a significant impact on students' mathematical concept understanding and self-efficacy simultaneously, with a significance value of 0.006 < 0.05. Partially, this learning model has a significant effect on students' mathematical concept understanding, with a significance value of 0.018 < 0.05. However, the effect of the discovery learning model with the aptitude-treatment interaction strategy on students' self-efficacy is not statistically significant, as indicated by a significance value of 0.089 > 0.05, even though there is a tendency for increased self-efficacy among students participating in the experimental class learning. Nevertheless, the influence of the discovery learning model with the aptitude treatment interaction strategy on students' self-efficacy is not statistically significant in partial terms, although there is a tendency for an increase in self-efficacy among students participating in the experimental class. These findings suggest that the discovery learning model with the aptitude treatment interaction strategy is effective in improving students' understanding of mathematical concepts in trigonometry material and has the potential to support the development of self-efficacy in mathematics learning.
Implementasi Pembelajaran Berdiferensiasi Kurikulum Merdeka di Sekolah: Sebuah Tinjauan Tentang Evaluasi Siti Marfu'ah; Heri Retnawati; Elly Arliani
Didaktika: Jurnal Kependidikan Vol. 14 No. 3 Agustus (2025): Didaktika Jurnal Kependidikan
Publisher : South Sulawesi Education Development (SSED)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/27454312.2223

Abstract

Penelitian ini merupakan kajian literatur dengan pendekatan Systematic Literature Review yang bertujuan untuk mengevaluasi implementasi pembelajaran berdiferensiasi dalam Kurikulum Merdeka di sekolah. Objek kajian meliputi artikel, jurnal, dan prosiding yang telah diterbitkan sebelumnya. Hasil kajian menunjukkan bahwa pembelajaran berdiferensiasi memberikan dampak positif terhadap peningkatan keterampilan berpikir kritis, pemahaman siswa, partisipasi aktif dalam pembelajaran, dan motivasi belajar. Penerapannya mendorong terciptanya lingkungan belajar yang lebih inklusif dan adaptif terhadap kebutuhan individu. Namun demikian, pelaksanaan di lapangan masih menghadapi berbagai kendala, seperti keterbatasan kompetensi guru, minimnya pelatihan, kurangnya dukungan sumber daya, serta belum optimalnya manajemen pelaksanaan di sekolah. Untuk mengoptimalkan pembelajaran berdiferensiasi, diperlukan pelatihan berkelanjutan bagi guru, evaluasi rutin terhadap praktik pembelajaran, serta peningkatan keterlibatan guru dalam Program Profesi Guru (PPG). Selain itu, pemanfaatan platform digital seperti Merdeka Mengajar dan penguatan koordinasi antara kepala sekolah, guru, dan siswa juga menjadi faktor pendukung keberhasilan implementasi. Kajian ini memberikan gambaran menyeluruh mengenai keberhasilan dan tantangan dalam pelaksanaan pembelajaran berdiferensiasi, serta menawarkan rekomendasi untuk pengembangan program yang lebih efektif di masa mendatang.
Analisis Muatan Soal Literasi Finansial Pada Buku Teks Matematika Kelas VII Kurikulum 2013 Sekolah Menengah Pertama Bela Nurfania; Elly Arliani
Jurnal Pedagogi Matematika Vol 12, No 1 (2026): Jurnal Pedagogi Matematika
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpm.v12i1.20386

Abstract

Literasi keuangan merupakan kebutuhan dasar bagi setiap orang agar terhindar dari masalah keuangan. Sehingga, literasi finansial menjadi penting untuk diajarkan kepada peserta didik, salah satu caranya yaitu dikaitkan dengan subjek pelajaran. Dalam penelitian ini analisis dilakukan pada buku teks matematika siswa, menimbang buku teks merupakan salah satu media pembelajaran yang paling dekat dengan siswa. Penelitian ini memiliki tujuan untuk mengetahui bagaimana muatan soal literasi finansial dalam buku teks matematika ditinjau dari aspek konten, proses, dan konteks.Jenis penelitian yang dilakukan adalah penelitian kualitatif dengan metode analisis konten. Sumber data pada penelitian ini berupa buku teks matematika kelas VII semester II Kurikulum 2013. Peneliti melakukan analisis untuk pengkategorian soal-soal yang bermuatan literasi finansial. Kemudian soal yang sudah dianalisis, dinilai oleh dua orang rater dengan menggunakan instrumen lembar analisis untuk memperkuat hasil analisis peneliti.Hasil penelitian yang diperoleh adalah persentase muatan tiap kategori literasi finansial. Untuk aspek konten, kategori uang dan transaksi sebesar 18,18%, kategori perencanaan dan pengelolaan keuangan sebesar 55,45%, kategori risiko dan penghargaan sebesar 24,55%, dan kategori lanskap keuangan sebesar 1,82%. Untuk aspek proses, kategori mengidentifikasi informasi keuangan sebesar 22,73%, kategori menganalisis informasi dan situasi keuangan sebesar 30,91%, kategori mengevaluasi masalah keuangan sebesar 1,82%, dan kategori menerapkan pengetahuan dan pemahaman keuangan sebesar 44,54%. Dan untuk aspek proses, kategori pendidikan dan pekerjaan sebesar 35,45%, kategori rumah dan keluarga sebesar 0% atau tidak ada soal yang berkenaan tentang rumah dan keluarga, kategori individu sebesar 60%, dan kategori masyarakat sebesar 4,55%.
Assessment Quality in Mathematics Learning: An Analysis of Critical Thinking Instruments for Derivative Topics Nurul Amini; Elly Arliani
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.
Authentic Mathematics Assessment Using an Integrated Deep Learning and Adiwiyata Testlet Model for Elementary Schools and Madrasah Ibtidaiyah Syukrul Hamdi; Lia Yuliana; Anisa Dwi Oktarina; Kana Hidayati; Elly Arliani; Nurul Mu&#039;minin Mz
Nazhruna: Jurnal Pendidikan Islam Vol. 9 No. 1 (2026): Transformative Islamic Education in Pesantren and Madrasah
Publisher : Universitas Pesantren Kh abdul Chalim Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31538/nzh.v9i1.418

Abstract

This study aimed to develop an authentic mathematics assessment for elementary schools in the form of a testlet-based instrument integrated with deep learning principles and the Adiwiyata context within the framework of transformative Islamic education in the Special Region of Yogyakarta. Employing basic research with an embedded mixed-methods design, the development process adapted the Plomp model and the instrument development framework of Oreondo and Antonio. Data were collected through teacher needs surveys, expert validation, readability testing, and field trials involving 462 fifth-grade students from elementary schools and Islamic elementary schools. Quantitative analyses included Content Validity Index (CVI), Aiken’s V, Cronbach’s Alpha, Classical Test Theory (CTT), and Item Response Theory (IRT) using the 2-PL Graded Response Model. The results indicate that the developed instruments meet acceptable psychometric standards, with Aiken’s V values ranging from 0.75 to 1.00 and high internal consistency for both the testlet instrument (Cronbach’s Alpha = 0.845) and the environmental awareness questionnaire (Cronbach’s Alpha = 0.850). Item analysis shows adequate discrimination and a structured progression of difficulty, although one item exhibited low discrimination in the 2-PL GRM, highlighting the importance of IRT-based diagnostics for testlet refinement. Descriptive findings reveal that students demonstrate high levels of environmental awareness, particularly in the knowledge and attitude dimensions, while mathematical achievement remains low on non-routine items. Correlation analysis shows no significant relationship between environmental awareness and mathematical ability. Methodologically, this study contributes a validated and contextually grounded assessment framework that integrates expert judgment, reliability analysis, and complementary CTT–IRT procedures. Theoretically, the findings reconceptualize authentic assessment as a diagnostic bridge rather than a direct causal link between affective values and cognitive performance, demonstrating that environmental concern functions as a potential cognitive resource only when explicitly activated within mathematical tasks.
SIDIC: A Learning Analytics–Driven Digital Diagnostic System for Identifying Students’ Mathematics Learning Profiles and Supporting Differentiated Instruction Depi Ardian Nugraha; Sugiman Sugiman; Elly Arliani; 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.v13i1.96887

Abstract

The diversity of students’ learning profiles and the limited use of data-driven diagnostic assessment in mathematics classrooms present significant challenges in implementing differentiated instruction. Current classroom practices are still insufficiently supported by digital systems capable of accurately identifying students’ learning needs in real time. This study aims to develop SIDIC (Student Identification for Diagnostic Instructional Classification), a learning analytics–based digital diagnostic assessment system designed to identify junior high school students’ mathematics learning profiles and support data-driven differentiated instruction. The study employed a research and development approach using the ADDIE model, consisting of analysis, design, development, implementation, and evaluation stages. Instrument validity was evaluated by seven experts across 40 items covering 10 aspects, resulting in an average Aiken’s V of 0.85, indicating high validity. Practicality testing involved 92 students and 9 mathematics teachers from three schools, showing that SIDIC falls into the very practical category (student score = 4.33; teacher score = 4.49). The findings indicate that SIDIC is easy to use, efficient, and effective in identifying students’ learning profiles. Overall, SIDIC represents a valid, practical, and adaptive digital assessment innovation that bridges diagnostic assessment, digital technology, and data-driven differentiated instruction within an integrated system.
The Implementation of the Problem Based Learning Model with a Contextual Approach to Improve Middle School Students Creative Thinking Skills Vita Rizky; Elly Arliani; Syarif Hidayatullah
JME (Journal of Mathematics Education) Vol 11, No 1 (2026): JME (Jan - Jun)
Publisher : Universitas Sembilanbelas November Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v11i1.2777

Abstract

This study aims to analyze the effectiveness of implementing the Problem-Based Learning (PBL) model with a contextual approach in improving students’ mathematical creative thinking skills. This research employed a pre-experimental design using a one-group pretest–posttest approach involving 30 eighth-grade students in Yogyakarta, selected through purposive sampling techniques. The research instruments consisted of a creative thinking skills test and observation sheets. The results showed a significant difference between students’ pretest and posttest scores based on the paired-sample t-test (p-value = 0.0001 0.05). Furthermore, the one-sample t-test results indicated that the average creative thinking ability of students had reached the predetermined mastery criteria (p-value = 0.0001 0.05). The proportion test also demonstrated that classical learning mastery was achieved (p-value = 0.010 0.05), with at least 75% of students reaching the mastery criteria. Thus, it can be concluded that the integration of the PBL model with a contextual approach is effective in enhancing students’ mathematical creative thinking skills and supports active engagement in learning
Bibliometric Analysis of Blended Learning Research Trends: Integrating Cognitive Load Theory and Retrieval Practice Perspectives Alfauzan Ramadhanny Simangunsong; Wahyu Setyaningrum; Elly Arliani; Ariyadi Wijaya
Journal of General Education and Humanities Vol. 5 No. 3 (2026): June
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i3.1436

Abstract

Blended learning has been widely implemented in education, particularly in response to the rapid development of digital learning environments. However, existing studies predominantly focus on implementation practices and general learning outcomes, while neglecting the cognitive mechanisms that underlie learning effectiveness. This study addresses this gap by analyzing research trends, conceptual structures, and existing research gaps in blended learning through the integration of Cognitive Load Theory and retrieval practice. The objective of this study is to map the development of blended learning research and identify the extent to which cognitive principles have been incorporated into instructional design studies. A bibliometric approach was employed using data retrieved from Scopus and Google Scholar databases covering the period 2020–2025. The data were analyzed using VOSviewer to examine keyword co-occurrence networks, thematic clusters, temporal trends, and research density. The results indicate that blended learning research remains fragmented and largely focused on implementation issues, student engagement, and pandemic-related educational contexts. Although there is a growing interest in theoretical perspectives, the integration of Cognitive Load Theory and retrieval-based learning strategies remains limited. Furthermore, cognitive constructs such as prior knowledge activation, working memory management, and retrieval processes are underrepresented in high-density research clusters, indicating a significant research gap in cognitively grounded instructional design. This study highlights the need for a more structured instructional framework that integrates cognitive principles, particularly through pre-learning interventions that enhance retrieval practice and optimize cognitive load management. The findings contribute to the development of a more theory-driven blended learning model aligned with human cognitive architecture.
Formative Assessment in Mathematics Learning: A Systematic Literature Review Marlina Septiana; Elly Arliani; Kana Hidayati
Mandalika Mathematics and Educations Journal Vol 8 No 2 (2026): Edisi Juni
Publisher : FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jm.v8i2.10943

Abstract

This study aims to critically examine the contribution of formative assessment to the processes and outcomes of mathematics learning through a Systematic Literature Review (SLR) approach. Ten scholarly articles published between 2015 and 2025 were analyzed based on rigorous inclusion criteria and selected from the ScienceDirect, ERIC, and Google Scholar databases. The findings indicate that formative assessment plays a significant role in enhancing student engagement, strengthening conceptual understanding, and supporting responsive teaching practices. Furthermore, formative assessment helps students reflect on their learning progress and promotes self-regulated learning in mathematics. Various forms of formative assessment have been identified, including technology-based interactive media, peer assessment, self-assessment, and visual and reflective feedback that encourage active student participation. However, the implementation of formative assessment faces several challenges, such as limited instructional time, digital literacy issues, teacher readiness, and technical difficulties in online learning environments. This review highlights the importance of continuous professional development for teachers and the establishment of a supportive assessment culture to ensure the effective implementation of formative assessment in mathematics education. The findings provide valuable insights for educators, researchers, and policymakers seeking to improve the quality of mathematics teaching and learning through evidence-based assessment practices.
ICT-Based Mathematics Learning Assessment: A Systematic Review of Effectiveness, Challenges, and Pedagogical Impacts Syarif Hidayatullah; Elly Arliani; Kana Hidayati
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol. 13 No. 4: October 2025
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v13i4.16987

Abstract

The importance of integrating Information and Communication Technology (ICT) into mathematics learning lies in its potential to enhance students’ critical thinking, problem-solving, and logical reasoning skills. Conventional assessments often face limitations in providing personalized and dynamic feedback. This study aims to examine the effectiveness, challenges, and pedagogical impacts of ICT-based mathematics assessment through a systematic review of literature published between 2020 and 2025. The research method employed is a Systematic Literature Review (SLR) following the PRISMA guidelines. Data were collected from the Scopus, WoS, ERIC, and Google Scholar databases using relevant keywords. The selection process involved identification, screening, eligibility assessment, and inclusion, resulting in n=15 articles for comprehensive analysis. The findings indicate that ICT-based assessment is effective in measuring cognitive domains, particularly conceptual understanding (33.3%), problem solving (26.7%), and learning outcomes (26.7%), while other aspects remain limited mathematical reasoning and self-assessment (13.3%). Furthermore, challenges in implementing ICT-based mathematics assessment include the design and development of instruments, technical and infrastructural limitations, teachers’ readiness and competencies, as well as student characteristics and the context of online learning. ICT-based assessment in mathematics also provides five main pedagogical impacts: enhancing student engagement and motivation, offering feedback and self-reflection, fostering cognitive and problem-solving skills, improving learning efficiency, and promoting pedagogical innovation.
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&#039;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