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All Journal Jurnal Kependidikan: Penelitian Inovasi Pembelajaran Jurnal Penelitian dan Evaluasi Pendidikan Pythagoras: Jurnal Matematika dan Pendidikan Matematika Statistika Jurnal Pendidikan Indonesia Jurnal Riset Pendidikan Matematika AKSIOMA: Jurnal Program Studi Pendidikan Matematika BAREKENG: Jurnal Ilmu Matematika dan Terapan JURNAL EKSAKTA PENDIDIKAN (JEP) JETL (Journal Of Education, Teaching and Learning) COMPTON: Jurnal Ilmiah Pendidikan Fisika FONDATIA Al-Khwarizmi: Jurnal Pendidikan Matematika dan Ilmu Pengetahuan Alam Mandalika Mathematics and Educations Journal Southeast Asian Mathematics Education Journal Integrated Science Education Journal International Journal of Robotics and Control Systems Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Edukasia: Jurnal Pendidikan dan Pembelajaran Al-Irsyad Journal of Mathematics Education JME (Journal of Mathematics Education) Jurnal Pedagogi Matematika Hipotenusa: Journal of Mathematical Society International Journal of Mathematics and Science Education Mathematics Education Journal Jurnal Pendidikan Islam Indonesian Journal of Applied Science and Technology Jurnal Didaktik Matematika
Kana Hidayati
Jurusan Pendidikan Matematika, FMIPA Universitas Negeri Yogyakarta
Religion Aerospace Engineering Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemistry 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 Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Mathematics Mechanical Engineering Physics Public Health Social Sciences Transportation Other

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Students' Self-efficacy in Solving Mathematical Literacy-Based Summative Assessment Problems Lestari, Dian Endang; Widjajanti, Djamilah Bondan; Susanto, Adi; Hidayati, Kana
Mathematics Education Journal Vol. 19 No. 1 (2025): Jurnal Pendidikan Matematika
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jpm.v19i1.pp47-62

Abstract

Self-efficacy is an essential skill that students must develop to excel in mathematics. This study aims to describe students' self-efficacy in solving mathematical literacy-based summative assessment problems. Conducted as qualitative descriptive research, the study employed tests and questionnaires for data collection. The sample of this study consisted of 34 male junior high school students. The data obtained were analyzed using descriptive statistical techniques. The results showed that students' self-efficacy was in the medium category with a percentage of 55.88%, and student learning outcomes based on the students’ mathematical literacy-based summative assessment tests were mostly in the poor category with a percentage of 44.11%. The percentages of students who can formulate, use, and interpret mathematical concepts are 78%, 45%, and 59%, respectively. Consequently, students with high levels of self-efficacy outperform those with intermediate or low levels of mathematical literacy. Medium-level individuals demonstrated superior mathematical literacy abilities compared to students with low self-efficacy. Enhancing self-efficacy in addressing mathematical literacy-based summative assessment challenges is crucial for advancing mathematics education research, enabling educators to implement effective pedagogical strategies, and fostering students’ confidence to approach complex problem-solving tasks.
Quality of Mathematics Even Semester Final Assessment Test in Class VIII Using R Program Rahmadani, Nadilla; Hidayati, Kana
Mathematics Education Journal Vol. 17 No. 3 (2023): Jurnal Pendidikan Matematika
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

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Abstract

This study was conducted using the Item Responses Theory (IRT) method with R program to comprehensively analyze quality of Mathematics Even Semester Final Assessment test in class VIII for 2021/2022 Academic Year. This assessment was created through a collaborative effort involving mathematics teachers from a Public Junior High School in Binjai. It consists of 20 multiple-choice questions, each with four alternative answers. Furthermore, the study followed a descriptive framework carried out by a quantitative methodology. The data source was the responses of 189 students in class VIII who took part in Mathematics Even Semester Final Assessment for the 2021/2022 Academic Year, collected using documentation methods. The results showed that the items developed by the teacher: (1) were most appropriate for analysis using a two-parameter logistic model (2-PL), (2) distribution of material achieved during the even semester on the item tested was uneven, (3) eight of the 20 item was acceptable and kept in the question bank, while the remaining 12 were of poor quality; (4) the item fell into the category of easy to moderate difficulty, dominated by item in the moderate category, and (5) Mathematics Even Semester Final Assessment in class VIII provided accurate information regarding students’ mathematics ability at moderate ability levels ( to ). DOI: https://doi.org/10.22342/jpm.17.3.20627.397-417
THE EFFECT OF SAMPLE SIZE ON THE STABILITY OF XGBOOST MODEL PERFORMANCE IN PREDICTING STUDENT STUDY PERIOD Damar Sakti, Muhammad Lintang; Jailani, Jailani; Retnawati, Heri; Hidayati, Kana; Waryanto, Nur Hadi; Ibrahim, Zulfa Safina; Khoirunnisa, Asma’; Satiranandi Wibowo, Firdaus Amruzain; Berlian, Miftah Okta; Batubara, Angella Ananta
BAREKENG: Jurnal Ilmu Matematika dan Terapan Vol 19 No 4 (2025): BAREKENG: Journal of Mathematics and Its Application
Publisher : PATTIMURA UNIVERSITY

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/barekengvol19iss4pp2679-2692

Abstract

Student success can be defined based on the period of study taken until graduation from college. Machine learning can be used to predict the factors that are thought to influence student success. To achieve optimal machine learning model performance, attention is needed on the sample size. This study aims to determine the effect of student sample size on the stability of model performance to predict student success. This research is quantitative. The data used is student data from a university in Yogyakarta from 2014 to 2019, totaling 19061 students. The target variable is the student study period in months, while the predictor variables are college entrance pathways, GPA from semester 1 to semester 6, and family socioeconomic conditions based on the father’s and mother’s income. This research uses the XGBoost model with the best hyperparameters and the bootstrap approach. Bootstrapping was performed on the original data by sampling twenty different sample sizes: 250, 500, 750, 1000, 1250, 1500, 1750, 2000, 2250, 2500, 2750, 3000, 3250, 3500, 3750, 4000, 4250, 4500, 4750, and 5000. The resulting bootstrap samples were replicated ten times. Model performance evaluation uses the Root Mean Square Error (RMSE) value. The result of this research is the XGBoost model with the best hyperparameters, obtained through the training data division scheme of 90% and testing data of 10%, which has the smallest RMSE value of 8.318. The model uses the best hyperparameters: n_estimators of 75, max_depth of 8, min_child_weight of 5, eta of 0.07, gamma of 0.2, subsample of 0.8, and colsample_bylevel of 1. The XGBoost model with optimal hyperparameters demonstrates peak performance stability at a sample size of 1750 students, as evidenced by consistent RMSE values across 10 bootstrap replications, confirming that this data quantity provides the ideal balance between prediction accuracy and stability for estimating study duration.
Development of Problem-Based Learning E-LKPD to Improve Mathematical Prob-lem-Solving Ability and Self-Confidence of High School Students on Quadratic Equations Diah Lestari; Kana Hidayati
International Journal of Mathematics and Science Education Vol. 2 No. 3 (2025): August : 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.v2i3.226

Abstract

This study aims to: (1) produce e-LKPD based on problem-based learning oriented to mathematical problem-solving ability and self-confidence of high school students on the material of equations and quadratic functions and (2) describe the feasibility of PBL-based e-LKPD oriented to mathematical problem- solving ability and self-confidence of high school students on the material of equations and quadratic functions seen from the aspects of validity,  practicality, and effectiveness. This type of research is research and development using the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). The research was conducted at SMA Negeri 1 Malinau with the research subject of class X-3 students totaling 35 students. Data collection was carried out using interview techniques, observation, e-LKPD validation sheets, pretest-posttest, and questionnaires. To determine the validity, the e-LKPD assessment sheet of material and media experts was used, practicality used student and teacher response questionnaires, and effectiveness used mathematics problem solving ability test questions and student self-confidence questionnaires. Data analysis consisted of qualitative data analysis and quantitative data analysis. Qualitative data analysis was conducted by analyzing the results of interviews, observations, and comments or suggestions given to make improvements to the e-LKPD products developed. Quantitative data analysis was conducted by converting quantitative data into qualitative data in the form of certain categories, normality test using shapiro-wilk, t-test with paired samples test, and N-Gain score. The results showed: (1) PBL-based e-LKPDs oriented towards mathematical problem solving skills and self-confidence of high school students on the material of quadratic equations and functions have been produced, (2) PBL-based e-LKPDs developed meet product feasibility, namely valid with excellent categories based on material and media experts; practical with very practical categories based on teacher responses and practical based on student responses; effective on math problem solving skills with classical completeness of 77%, the t-test results obtained a significance value of 0.000 <0.05 which means that there is a difference in the average ability to solve mathematical problems before and after learning using e-LKPD, the N-Gain result is 0.65 with moderate criteria, and effective on student self-confidence with an increase in the average score of each indicator before and after learning,  the N-Gain result is 0.49 with moderate criteria, and the t-test results with a significance value of 0.000 < 0.05.
Students' Creative Thinking Skills in Solving Linear Equation Problems through Contextual Teaching and Learning Ani Retno Sari; Kana Hidayati
Didaktik Matematika Vol 11, No 1 (2024): April 2024
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jdm.v11i1.36950

Abstract

Creative thinking skills are among those that need to be developed in 21st-century learning. Students' creative thinking skills can be improved through CTL, which provides opportunities to explore the relationship between mathematics and the real world. This research aims to determine the application of CTL to enhance students' creative thinking skills in solving linear equation problems. This research used a mixed-methods approach with a sequential explanatory design. The study was conducted with a class of seventh-grade students at a middle school in Yogyakarta. The research subjects consisted of 32 seventh- grade students. The research results show a difference in students' average creative thinking skills in solving linear equation problems before and after implementing CTL. Students' creative thinking skills in the high and medium categories meet the indicators. Meanwhile, students with low creative thinking skills still need help creating mathematical models and solving problems. Further research is required to explore how CTL can be focused on improving the creative thinking skills of students with low levels of ability.
Efektivitas Open-Ended Problem Dalam Pembelajaran Kooperatif Tipe Auditory Intellectually Repetition Ditinjau Dari Kemampuan Berpikir Kritis Dan Komunikasi Matematis Siswa Rahmawati, Riska; Hidayati, Kana
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.v11i3.19493

Abstract

Penelitian ini bertujuan untuk menguji efektivitas open-ended problem dalam pembelajaran kooperatif tipe Auditory Intellectually Repetition ditinjau kemampuan berpikir kritis dan komunikasi matematis siswa kelas VIII SMP Negeri 4 Babelan. Jenis penelitian ini kuasi eksperimen yang didesain dalam Nonequivalent Control Group Design, dilakukan pada siswa kelas VIII 1 dan VIII 2 SMP Negeri 4 Babelan. Instrumen penelitian yang digunakan yaitu soal tes kemampuan berpikir kritis dan komunikasi matematis siswa. Uji statistik yang digunakan yaitu uji-t sampel berpasangan (paired sample t test) dan uji efektivitas n-gain. Berdasarkan hasil uji hipotesis menggunakan taraf signifikansi 5% menunjukkan bahwa: (1) open-ended problem dalam pembelajaran kooperatif tipe Auditory Intellectually Repetition efektif ditinjau dari kemampuan berpikir kritis dan komunikasi matematis siswa, (2) pembelajaran konvensional efektif ditinjau dari kemampuan berpikir kritis dan komunikasi matematis siswa, dan (3) open-ended problem dalam pembelajaran kooperatif tipe Auditory Intellectually Repetition lebih efektif dibandingkan pembelajaran konvensional ditinjau dari kemampuan berpikir kritis dan komunikasi matematis siswa.
Mapping the Landscape of Critical Thinking Assessment in STEM Education: A Systematic Review of Psychometric Properties, Contextual Implementation, and Future Directions Mudi, Yuleks Juru; Hidayati, Kana; Nursa'ban, Muhammad; Pusporini, Widowati
Integrated Science Education Journal Vol 7 No 2 (2026): March
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/isej.v7i2.2385

Abstract

Purpose of the study: This study aims to systematically map the landscape of critical thinking assessment in STEM education, with a particular focus on psychometric characteristics, contextual implementation, and emerging research trends. Methodology: A Systematic Literature Review (SLR) was conducted following the PRISMA protocol using the Scopus database as the primary source. A total of 58 studies published between 2018 and 2025 were analyzed through bibliometric mapping using VOSviewer and thematic synthesis. Main Findings: The findings indicate a substantial increase in research on critical thinking assessment in STEM education since 2020, aligning with growing global attention to 21st-century competencies. However, most studies continue to position assessment primarily as a tool for evaluating learning outcomes or the effectiveness of pedagogical interventions, such as project-based, problem-based, and inquiry-based learning. Only a limited number of studies systematically examine the psychometric quality of assessment instruments, including evidence of construct validity, reliability, and multidimensional structure. This pattern reveals a clear gap between assessment practices in STEM education and established standards for educational measurement, which may lead to weak or potentially misleading conclusions about students’ critical thinking abilities. Novelty/Originality of this study: This review integrates bibliometric and thematic analyses to identify conceptual and methodological gaps in the existing literature and proposes a coherent direction for the development of critical thinking assessments that are both psychometrically robust and contextually relevant within STEM education.
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.
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 Abdullah, Abdul Halim Adi Susanto Ahmad Muhazir Ani Retno Sari Anisa Dwi Oktarina Apino, Ezi Arie Setiawan, Arie Azizah, Nur Lailatul Badrun Kartowagiran Badrun Kartowagiran Batubara, Angella Ananta Berlian, Miftah Okta Budiyono Budiyono Caturiyati Caturiyati Damar Sakti, Muhammad Lintang Dhoriva Urwatul Wutsqa Diah Lestari Djamilah Bondan Widjajanti Elly Arliani Endang Listyani Endang Listyani Fineldi, Rira Jun Fitri Fitri Fonni Yusdian Fransiskus Magnis Pastoriko Gunawan Handayawati, Ponco Heri Retnawati Herlina Sari Br Sitepu Himmawati Puji Lestari Ibrahim, Zulfa Safina Isnaeni Isnaeni Jailani Jailani Jumini Jumini Kardanova, Elena Kassymova, Gulzhaina Kuralbayevna Khaeriyah Anwar Khoirunnisa, Asma’ Lantip Diat Prasojo Lestari, Dian Endang Lia Yuliana M. Rafi Maria Shelyn Fobia Maria Ulfah Marlina Septiana Marsigit Marsigit Mathilda Susanti Mazlini Adnan Mu'minin, Nurul Mudi, Yuleks Juru Muhammad Nursa&#039;ban Muhammad Nursa’ban Ngaenun Nangim Ni Kadek Swari Nandini Nur Hadi Waryanto Nurfitrah Ramadhani Alamsyah Nurul Mu&#039;minin Mz Oktapia, Penti Rahmadani, Nadilla Rani Rizka Ramdani Rasmuin Rasmuin Retno Subekti Riska Rahmawati Rosyada, Munaya Nikma Sabriena, Rinna Sahid Sahid SAMSUL HADI Satiranandi Wibowo, Firdaus Amruzain Septinda Rima Dewanti Siti Ruqoyyah Sony Yunior Erlangga Sotlikova, Rimajon Sri Andayani Subekti, Inu Sugiman Sugiman Sumaryanto Sumaryanto, Sumaryanto Syarif Hidayatullah Syilvia Septiani Syilvia Septiani Syukrul Hamdi Tri Astuti Arigiyati Tuanaya, Rugaya Wahyu Setyaningrum Widowati Pusporini Widowati Pusporini, Widowati Yoppy Wahyu Purnomo Yufida Afkarina Nizar Isyam Yuleks Juru Mudi Ziyana Endah Khairun Nisa&#039;