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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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Reconceptualizing Mathematical Problem-Solving Skills in The Digital Age: Teachers’ Perspectives Through the Lens of Theory of Didactical Situations Siti Ruqoyyah; Kana Hidayati; Jailani Jailani; Heri Retnawati; Wahyu Setyaningrum
EDUKASIA Jurnal Pendidikan dan Pembelajaran Vol. 7 No. 1 (2026): Edukasia: Jurnal Pendidikan dan Pembelajaran
Publisher : LP. Ma'arif Janggan Magetan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62775/edukasia.v7i1.2144

Abstract

Mathematical problem-solving skills are a critical 21st-century competency, yet their development still faces various challenges in the digital age. This study aims to explore teachers’ perspectives on students’ mathematical problem-solving skills, analyze teaching practices through the Theory of Didactical Situations framework, and formulate a reconceptualization of mathematical problem-solving skills relevant to the era of artificial intelligence. The study employed a qualitative approach with an exploratory design involving 11 junior high school mathematics teachers selected through purposive sampling. Data were collected via semi-structured interviews and analyzed using the Bogdan and Biklen model. Findings indicate that mathematics instruction remains dominated by a procedural approach that reinforces students’ reliance on examples and teacher authority. Students struggle to understand non-routine problems, design independent strategies, engage in reflection, and verify solutions. Furthermore, the use of digital technology remains instrumental and does not yet support exploration or critical thinking. From a TDS perspective, the digital milieu has not yet functioned as an exploratory environment, while the didactic contract still positions the teacher as the primary authority. Based on a synthesis of empirical findings and studies on AI hallucination and Retrieval-Augmented Generation, this research proposes an expansion of the problem-solving framework by adding a dimension of digital information verification and formulating a conceptual model of the Didactic RAG-System to support mathematics learning in the era of artificial intelligence.
Kesulitan Guru Matematika dengan Memanfaatkan Teknologi dalam Assesment pada Pembelajaran Daring Fitri Fitri; Kana Hidayati
Indonesian Journal of Applied Science and Technology Vol. 2 No. 3 (2021): Edisi September 2021
Publisher : Indonesian

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Penelitian ini bertujuan untuk mengetahui kesulitan guru matematika dengan memanfaatkan teknologi dalam melakukan assessment pada pembelajaran daring. Metode penelitian ini menggunakan jenis penelitian kualitatif dengan pendekatan fenomologi. Pengumpulan data melalui observasi, wawancara, dan dokumentasi. Berdasarkan hasil penelitian disimpulkan bahwa pelaksanaan assessment pembelajaran matematika di masa pandemi mengacu pada penugasan harian, ulangan harian, keaktifan melalui aplikasi whatsapp dan melihat perbandingan hasil raport peserta didik sebelum pandemi sebagai acuan guru melakukan assessment. Meskipun pelaksanaan assessment di masa pandemi sebagian guru mengalami kesulitan namun tidak membuat sebagian guru menyerah mencari alternatif dalam melakukan assessement dimasa pandemi. Salah satunya yang dapat guru manfaatkan dengan menggunakan teknologi dalam melakukan assessment pada pembelajaran daring sehingga proses pembelajaran tetap berjalan dengan baik.
The Effect of a Creative-Problem Solving Learning Model Based on an Open-Ended Approach Toward High Level of Mathematical Thinking Ability of Students Syilvia Septiani; Kana Hidayati
Al-Khwarizmi : Jurnal Pendidikan Matematika dan Ilmu Pengetahuan Alam Vol. 12 No. 2 (2024): Al-Khwarizmi : Jurnal Pendidikan Matematika dan Ilmu Pengetahuan Alam
Publisher : Prodi Pendidikan Matematika FTIK IAIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/jpmipa.v12i2.5281

Abstract

Abstract:Twenty-first-century learning focuses on developing students' mathematical thinking skills. This study examines the impact of the Creative Problem Solving (CPS) model using an Open-Ended approach to creative thinking, mathematical communication, and adversity quotient. The research employs a quasi-experimental design with a pretest-posttest non-equivalent control group at a junior high school in Bukittinggi, Indonesia. Instruments used include tests for creative thinking skills, mathematical communication, and a questionnaire for adversity quotient. Analysis was conducted using Hotelling’s T2 and univariate tests, revealing that the CPS model positively influences all three abilities.   Abstrak:Pembelajaran abad kedua puluh satu fokus pada pengembangan kemampuan berpikir matematis siswa. Penelitian ini mengkaji pengaruh model Creative Problem Solving (CPS) dengan pendekatan Open-Ended terhadap kemampuan berpikir kreatif, komunikasi matematis, dan adversity quotient. Penelitian ini menggunakan desain quasi eksperimen pretest-posttest non-equivalent control group di SMP di Bukittinggi, Indonesia, instrumen yang digunakan meliputi tes kemampuan berpikir kreatif, tes komunikasi matematis, dan angket adversity quotient. Analisis dilakukan menggunakan Hotelling’s T2 dan uji univariat, dengan hasil yang menunjukkan bahwa model CPS berpengaruh positif terhadap ketiga kemampuan tersebut.  
Designing an R-supported statistical reasoning learning environment model Tri Astuti Arigiyati; Dhoriva Urwatul Wutsqa; Kana Hidayati; Sony Yunior Erlangga
COMPTON: Jurnal Ilmiah Pendidikan Fisika Vol 12 No 2 (2026): Compton: Jurnal Ilmiah Pendidikan Fisika
Publisher : Prodi Pendidikan Fisika Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/cjipf.v12i2.22957

Abstract

This study reports the define phase of a development study aimed at designing an R-supported Statistical Reasoning Learning Environment (SRLE) model for university statistics learning. The study was motivated by a persistent instructional problem: students were able to perform statistical procedures but had difficulty interpreting results, evaluating data representations, and explaining conclusions in context. A qualitative exploratory design was employed with eight Mathematics Education students and two statistics lecturers selected through purposive sampling. Data were collected through semi-structured interviews, classroom observations, students’ learning artefacts, and field notes during a limited R-assisted SRLE trial. The data were analysed thematically using the Miles, Huberman, and Saldaña interactive model, supported by triangulation, member checking, and an audit trail. Five themes were identified: the need to shift learning from formula execution to contextual interpretation; the value of R-mediated visualisation for connecting data, graphs, and meaning; the emergence of reflective statistical habits of mind through inquiry and peer discussion; the changing role of lecturers as facilitators of statistical reasoning; and the persistence of syntax-related barriers among novice R users. The findings indicate that an R-supported SRLE model should combine real-data tasks, structured R scaffolds, multiple representations, collaborative interpretation, and explicit reflection prompts. The study contributes an empirically grounded set of design principles for the subsequent design and development stages, while avoiding premature claims about model effectiveness before larger-scale validation.
Cultural Literacy and Citizenship of Elementary School Students in Bone District Nurfitrah Ramadhani Alamsyah; Kana Hidayati
JETL (Journal of Education, Teaching and Learning) Vol 10, No 1 (2025): Volume 10 Number 1, 2025
Publisher : STKIP Singkawang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26737/jetl.v10i1.6015

Abstract

Indonesia as a country has a lot of regional culture and art so it needs to be preserved. Parents Cultural and civic literacy are competencies that need to be mastered amidst changing times. The aim of this research is to determine the cultural and civic literacy skills of elementary school students in Bone Regency. This research is survey research. The subjects of this research were 834 students using purposive sampling techniques. The data analysis technique uses quantitative descriptive analysis. The research results showed that students in the low category were 28% of the total number, students at the medium level were 24% of the total number, then students in the very low category were 22% of the total number. However, students in the very high and high categories respectively account for 16% and 10% of the total number. So special handling is needed for students' relatively low abilities, both by local governments, schools and parents. Cultural and civic literacy are competencies that need to be mastered amidst changing times.
Mapping the Landscape of Critical Thinking Assessment in STEM Education: A Systematic Review of Psychometric Properties, Contextual Implementation, and Future Directions Yuleks Juru Mudi; Kana Hidayati; Muhammad Nursa'ban; Widowati Pusporini
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.
Technology-Enhanced Learning (TEL): How Does It Affect Pre-Service Mathematics Teachers? Rani Rizka Ramdani; Kana Hidayati
JURNAL EKSAKTA PENDIDIKAN (JEP) Vol 10 No 1 (2026): JEP (Jurnal Eksakta Pendidikan)
Publisher : Fakultas Matematika dan Ilmu Pengetahuan Alam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jep/vol10-iss1/1046

Abstract

The rapid advancement of ICT has fundamentally reshaped the educational landscape, creating a critical need for educators to be proficient in technology integration. This study investigates the influence of Technology-Enhanced Learning on the professional development of pre-service mathematics teachers, focusing on its impact on their teaching competencies and overall readiness. This research employs a systematic literature review, adhering to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. Twenty-six relevant articles published between 2017 and 2025 were identified from six academic databases for in-depth analysis. The findings were categorised into cognitive, affective, and psychomotor domains. The results reveal that TEL significantly enhances PMTs' cognitive abilities, such as conceptual understanding, problem-solving, and reasoning skills, while also improving motivation, self-efficacy, and confidence in the affective domain. In the psychomotor domain, it develops essential technical competencies, creativity, and readiness for technology-based teaching. In conclusion, integrating TEL is pivotal for modern teacher education programs. It not only equips future mathematics teachers with the necessary 21st-century skills but also fosters a positive disposition towards technology in the classroom. Future research should conduct empirical studies to explore the pedagogical potential of emerging technologies for strengthening digital literacy, creativity, and pedagogical innovation among pre-service mathematics teachers.
Integrating GeoGebra into the Realistic Mathematics Education Approach: Effects on Students' Mathematical Conceptual Understanding and Mathematical Disposition on Circle Geometry Maria Shelyn Fobia; Kana Hidayati
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.v11i2.2842

Abstract

This study aimed to examine the effect of integrating GeoGebra into the Realistic Mathematics Education (RME) approach on students' conceptual understanding and mathematical disposition in learning circle geometry. A quasi-experimental design employing a pretest–posttest non-equivalent control group design was used. The study was conducted at a public junior high school in Yogyakarta, Indonesia, involving two eighth-grade classes: an experimental class (n = 33) that received RME instruction integrated with GeoGebra, and a control class (n = 33) that received RME instruction without GeoGebra. The research instruments consisted of a conceptual understanding test and a mathematical disposition questionnaire, both of which were validated and demonstrated satisfactory reliability. The results revealed that integrating GeoGebra into the RME approach had a significant effect on students' conceptual understanding and mathematical disposition. Furthermore, students in the experimental class outperformed those in the control class in both conceptual understanding and mathematical disposition. These findings indicate that integrating GeoGebra into the RME approach is effective in strengthening students' conceptual understanding and mathematical disposition in learning circle geometry.
LEARNING LOSS PADA PEMBELAJARAN MATEMATIKA SELAMA PANDEMI COVID-19 DI SMP SE-KABUPATEN SOLOK SUMATERA BARAT Fonni Yusdian; Kana Hidayati
Al-Irsyad Journal of Mathematics Education Vol 4 No 1 (2025): AL–IRSYAD JOURNAL OF MATHEMATICS EDUCATION
Publisher : Sekolah Tinggi Keguruan dan Ilmu Pendidikan Darud Da'wah Wal Irsyad Pinrang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58917/ijme.v4i1.147

Abstract

Penelitian ini bertujuan untuk mendeskripsikan dan menganalisis fenomena learning loss pada pembelajaran matematika akibat pandemi covid 19 berdasarkan data hasil belajar matematika sebelum, selama dan sesudah pandemi covid 19. Metode yang digunakan adalah penelitian kombinasi (mixed method) dengan desain explanatory sequential, di mana tahap kuantitatif dilaksanakan terlebih dahulu, kemudian diikuti oleh tahap kualitatif. Populasi penelitian adalah seluruh SMP di Kabupaten Solok, dengan sampel sebanyak 18 sekolah yang dipilih melalui stratified random sampling. Hasil penelitian menunjukkan bahwa seluruh sekolah, baik sekolah dengan akreditasi A, B, maupun C mengalami learning loss yang signifikan akibat pandemi, khususnya pada aspek pengetahuan dan keterampilan siswa. Hasil two-way anova mengonfirmasi adanya perbedaan signifikan dalam pengaruh waktu dan akreditasi sekolah terhadap hasil belajar matematika siswa kelas IX SMP, dengan nilai signifikansi akreditasi sebesar 0,000 (p < 0,05), yang berarti H1 diterima. Kuesioner yang diberikan kepada guru menunjukkan bahwa guru menyadari learning loss di semua aspek pada siswa. Wawancara lebih lanjut mempertegas temuan ini. Beberapa guru yang menyatakan bahwa learning loss terutama terlihat pada aspek pengetahuan dan keterampilan siswa kelas IX SMP. Namun, guru tersebut mengamati bahwa sikap siswa di beberapa sekolah tetap positif setelah pandemi, yang diduga dipengaruhi oleh lingkungan tempat tinggal mereka. Secara keseluruhan, penelitian ini menyimpulkan bahwa pandemi Covid-19 mengakibatkan terjadinya learning loss pada pembelajaran matematika kelas IX di SMP se-Kabupaten Solok, dan tingkat learning loss bervariasi tergantung pada akreditasi sekolah.
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;