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Yaya S. Kusumah

Universitas Pendidikan Indonesia, Bandung, Indonesia

Author-ID : 303105

Arts Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Mathematics Public Health Social Sciences Other

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E-Module Design Based on STEM and RME for Student Numeracy Development in Senior High Schools: Insights from a Needs Analysis Saputri, Veni; Kusumah, Yaya Sukjaya; Turmudi, Turmudi; Al Jupri, Al Jupri
Proceedings of International Conference on Science, Education, and Technology Vol. 11 (2025)
Publisher : Universitas Negeri Semarang

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This study aims to analyse the needs of students and teachers in developing e-modules for mathematics learning based on the STEM (Science, Technology, Engineering, and Mathematics) and RME (Realistic Mathematics Education) approaches. This study used a descriptive approach with 203 students and 6 mathematics teachers from several high schools in Bekasi City as subjects. Data were collected through four types of instruments, namely numeracy tests, student needs questionnaires, teacher needs questionnaires, and semi-structured interviews. Data analysis was conducted using the Miles & Huberman model, which includes the stages of data collection, data reduction, data presentation, and conclusion drawing. The results of the analysis showed that the students had difficulties in understanding the material, performing calculation operations, and solving mathematical problems. The students also show low self-efficacy and require contextual, interesting, and interactive teaching materials. The students' preferences for the appearance of the e-module include the use of colours that are not excessive, consistent fonts, simple navigation, and communicative language. On the other hand, teachers show a limited understanding of the STEM-RME approach and have not fully integrated the approach into learning. The teachers express the need for learning strategies and media that can improve students' numeracy and self-efficacy, and emphasise the importance of training in the use of digital media. These findings provide an important basis for designing e-modules that meet the requirements and characteristics of users, namely students and teachers, to support the effectiveness of mathematics learning.

Pendampingan Guru Sekolah Menengah dalam Penerapan ICT untuk Asesmen Pembelajaran Dahlan, Jarnawi Afgani; Kusumah, Yaya Sukjaya; Monariska, Erma; Jalal, Ariyanti; Maknun, Churun Lu'lu'il; Ernawati; Ikram, Fadhil Zil; Panjaitan, M. Azhari; Tupamahu, Pieter Z.; Silitonga, R. H. Yanti
Sipakaraya : Jurnal Pengabdian Masyarakat Vol 4 No 1 (2025): Sipakaraya : Jurnal Pengabdian Masyarakat
Publisher : Universitas Sulawesi Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31605/sipakaraya.v4i1.5428

Kegiatan pengabdian kepada masyarakat ini bertujuan untuk mengatasi permasalahan rendahnya pemanfaatan teknologi informasi dan komunikasi (ICT), khususnya dalam kegiatan evaluasi dan asesmen pembelajaran oleh guru di sekolah mitra. Permasalahan ini dapat ditinjau dari dua aspek utama, yaitu keterbatasan pengetahuan dan keterampilan guru dalam menggunakan platform digital untuk evaluasi dan asesmen, serta belum dikenalnya potensi kecerdasan buatan (AI) dalam menunjang penilaian pembelajaran yang efektif dan efisien. Melalui kegiatan pengabdian berupa pendampingan atau pelatihan ini, diharapkan para guru di sekolah mitra tidak hanya memperoleh pemahaman konseptual tentang pentingnya integrasi teknologi dalam evaluasi dan asesmen pembelajaran, tetapi juga memiliki keterampilan praktis untuk menerapkannya secara langsung dalam konteks kelas mereka masing-masing. Kegiatan pengabdian dilaksanakan secara hybrid yang berpusat di SMK TIK Al-Islam Purwakarta. Kegiatan dilaksanakan pada hari Sabtu, 23 Agustus 2025 dengan 27 guru yang mengikuti kegiatan. Adapun guru-guru yang mengikuti kegiatan ini berasal dari tiga sekolah yaitu SMA Al Jundiyah, SMA Dzakiyun 2, dan SMK TIK Al Islam. Hasil pelaksanaan serta evaluasi terhadap kegiatan pengabdian masyarakat yang telah dilaksanakan menunjukkan bahwa indikator keberhasilan kegiatan pengabdian, yaitu materi, narasumber, pelaksanaan kegiata, serta dampak manfaat, sudah terpenuhi sehingga kegiatan pendampingan atau pelatihan terkait pemanfaatan ICT dalam asesmen pembelajaran dapat dikatakan sukses dan berhasil. Kegiatan pendampingan atau pelatihan berhasil dalam menambah wawasan dan pengetahuan serta keterampilan terkait ICT dalam Pendidikan, utamanya mengenai pemanfaatannya dalam asesmen pembelajaran. Selain itu, para responden juga memberikan komentar yang positif terhadap pelaksanaan kegiatan dan berharap kegiatannya dapat dilaksanakan secara berkala.

NILAI MINIMUM SPAN PELABELAN L(3,1) PADA GRAF HASIL OPERASI COMB ANTARA GRAF BINTANG DAN GRAF SIKLUS Aini, Siti; yulianti, kartika; S. Kusumah, Yaya
MATHunesa: Jurnal Ilmiah Matematika Vol. 13 No. 2 (2025)
Publisher : Universitas Negeri Surabaya

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Penelitian ini mengkaji pelabelan pada graf hasil operasi comb antara graf bintang dan graf siklus (). Graf hasil operasi comb merupakan graf yang dibentuk dengan menggabungkan beberapa graf menjadi bentuk graf baru. Pelabelan merupakan salah satu jenis pelabelan pada graf yang melibatkan pemberian label pada simpul-simpul graf yang memenuhi aturan , jika dan , jika , untuk . Label terbesar dalam pelabelan graf disebut span. Untuk menentukan rumus dalam mencari nilai minimum span pelabelan pada graf , digunakan metode pendeteksian pola. Metode ini mencari pola nilai minimum label terbesar (span) untuk semua graf . Selanjutnya rumus tersebut dibuktikan secara matematis. Dari hasil penelitian ini, diperoleh nilai minimum span untuk pelabelan pada graf dengan dan , yaitu:

Students’ and Teacher’s Difficulties in Dealing with Real-context Problem: a Case Study Fardah, Dini Kinati; Kusumah, Yaya Sukjaya
Journal of Honai Math Vol. 8 No. 2 (2025): Journal of Honai Math
Publisher : Universitas Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/jhm.v8i2.828

One of the goals of students studying mathematics is so that students have the ability to solve everyday problems. This ability leads to what is known as mathematical literacy. This article aims to describe the difficulties of teachers in activating mathematical literacy in the classroom and the difficulties of students in solving real-world context problems. This is a case study in a private school in Bandung, Indonesia. Eighteen students and their mathematics teachers were selected as subjects in this study. The results showed that students had difficulty understanding problems, especially non-routine problems that related to real-world contexts, even though they claimed to be familiar with the context given. In addition, students also had difficulty with the prerequisite material to solve the contextual problems given. Facing problems that they were unfamiliar with caused their confidence in solving problems to decrease when compared to their initial level of confidence. Meanwhile, for teachers, students' low reading interest, low reading comprehension, and low reasoning ability were problems for them. Designing a series of activities brought from real-world contexts in open-ended problem types that require reasoning and higher-order thinking skills can be a tool for students to develop mathematical literacy and can help teachers to implement it in their classrooms.

Relational Thinking Test Instrument Analysis: Transition from Arithmetic to Algebra Andini, Meri; Jupri, Al; Kusumah, Yaya S.
Unnes Journal of Mathematics Education Vol. 14 No. 2 (2025): Reguler Issue
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ujme.v14i2.23360

Relational thinking, a cognitive approach bridging arithmetic thinking and algebraic thinking, has been developed by numerous researchers through mathematics learning processes to address students' difficulties in learning algebra. This study aims to develop a relational thinking test instrument for students and conduct both quantitative and qualitative analyses to measure relational thinking abilities in a valid and reliable manner. The research methodology adapts the development model proposed by Gall and Borg (2003) regarding the process of developing and validating products (test instruments), involving 64 seventh-grade students. Data analysis involved validity and reliability tests as well as analysis of students' written responses. The results indicate that the test instrument is valid (except for test item P8) and reliable, with a coefficient of α = 0.69 (high). Revisions were made to several items that were invalid or less valid based on quantitative and qualitative analysis. The revised instrument can be considered a good relational thinking test instrument, though it is recommended to support it with non-test results (such as interviews) to enhance accuracy and observe students' thinking consistency.

FLIPPED CLASSROOM IN MATHEMATICS EDUCATION AFTER PANDEMIC: A SYSTEMATIC LITERATURE REVIEW Putri, Finola Marta; Juandi, Dadang; Kusumah, Yaya Sukjaya; Martadiputra, Bambang Avip Priatna; Kusnandi, Kusnandi
ALGORITMA: Journal of Mathematics Education Vol. 7 No. 1 (2025): ALGORITMA Journal Of Mathematics Education
Publisher : Faculty of Educational sciences, UIN Syarif Hidayatullah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/ajme.v7i1.46721

Abstract The COVID-19 pandemic has highlighted the need for adaptive learning models, especially in mathematics education. This study aims to analyze publications on the Flipped Classroom model in post-pandemic mathematics education (2021–May 2023) and to explore its future development. The method used is a systematic literature review of 10 articles, consisting of two Scopus-indexed articles and eight articles from Google Scholar obtained using the Publish or Perish application. The total number of participants involved in the reviewed studies is 1,200, comprising 370 elementary school students, 208 junior high school students, 179 senior high school students, and 417 university students. The findings indicate that the digital-based Flipped Classroom model can enhance mathematical communication skills, critical thinking, conceptual understanding, problem-solving abilities, and higher-order thinking. Moreover, it positively influences students' self-confidence, creates a more interactive classroom environment, generates positive learning responses, and supports social interaction in online settings. These results suggest that the Flipped Classroom is an effective instructional model and is recommended for mathematics learning in the post-pandemic era. Abstrak Pandemi COVID-19 mendorong perlunya model pembelajaran yang adaptif, termasuk dalam pendidikan matematika. Penelitian ini bertujuan menganalisis publikasi mengenai model Flipped Classroom dalam pendidikan matematika pascapandemi (2021–Mei 2023) dan menggambarkan arah perkembangannya. Metode yang digunakan adalah systematic literature review terhadap 10 artikel, terdiri dari dua artikel terindeks Scopus dan delapan artikel dari Google Scholar yang diperoleh menggunakan aplikasi Publish or Perish. Total peserta dalam studi ini berjumlah 1.200, terdiri atas 370 siswa SD, 208 siswa SMP, 179 siswa SMA, dan 417 mahasiswa. Hasil kajian menunjukkan bahwa model Flipped Classroom berbasis digital dapat meningkatkan kemampuan komunikasi matematis, berpikir kritis, pemahaman konsep, pemecahan masalah, dan berpikir tingkat tinggi. Selain itu, model ini berpengaruh positif terhadap kepercayaan diri siswa, suasana kelas yang lebih interaktif, respons yang baik terhadap pembelajaran, serta mendukung sosialisasi di lingkungan daring. Temuan ini menunjukkan bahwa Flipped Classroom merupakan model pembelajaran yang efektif dan dapat direkomendasikan untuk pembelajaran matematika setelah pandemi.

Rethinking the Connection Between GPA and Self-Regulated Learning: A Study in Indonesian Private Universities Rizki, Lussy Midani; Kusumah, Yaya Sukjaya
Jurnal Pendidikan MIPA Vol 25, No 3 (2024): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

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This study investigates the relationship between self-regulated learning (SRL) strategies and academic performance, measured by grade point average (GPA), among undergraduate students at a private university in Indonesia. Using a quantitative correlational design, data were collected from 25 students through an online survey measuring four SRL dimensions cognition, metacognition, social behavior, and motivational regulation—and verified GPA records. Regression analysis revealed a non-significant relationship, with SRL explaining only 1.2% of GPA variance (R Square = 0.012, p = 0.601). These findings suggest that SRL strategies alone are insufficient to predict academic performance and highlight the context-dependent nature of their effectiveness. External factors, such as prior academic achievement, socio-economic status, and institutional support, likely play a more dominant role in influencing GPA. The study acknowledges its limitation in not empirically examining these external factors and calls for future research to explore their mediating or moderating roles. To maximize the effectiveness of SRL, integrating it with additional support mechanisms, such as coaching, technology-enhanced tools, and culturally tailored interventions, is recommended. This study underscores the need for a holistic approach that considers diverse influences on academic success to better address the complexities of student achievement in higher education. Keywords: GPA, self-regulated learning, academic achievement, higher education. DOI: http://dx.doi.org/10.23960/jpmipa/v25i3.pp1273-1280

The Impact of 3D Geometry Assisted 6E Instructional Model to Improve 3D Geometry Thinking Skills of Junior High School Students Sudirman, Sudirman; Kusumah, Yaya Sukjaya; Priatna Martadiputra, Bambang Avip
Jurnal Pendidikan MIPA Vol 23, No 1 (2022): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

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This study aims to reveal the impact of the 6E Instructional 3D geometry model (6E I3DGM) design in improving students' 3D geometric thinking skills. The approach in this study uses a mixed approach. The reason for choosing this approach is that researchers want to get a more comprehensive understanding of this research problem. In this study, the participants involved in this study were (1) junior high school mathematics teachers; (2) grade VIII junior high school students in one of the public junior high schools in Indramayu Regency. In addition, there are three methods of collecting data in this study, namely observation, documentation, tests, which were analyzed using qualitative and quantitative data analysis. Qualitative data analysis using Miles and Huberman (2014) modification consists of data collection, data reduction (data reduction), data display (data display), and conclusion drawing (verification). The statistical test used in this study used an independent t-test. The results of this study conclude that the 6E I3DGM design can improve students' 3D geometric thinking skills. This is because students (1) can activate students' prior knowledge; (2) can relate previous knowledge with prior knowledge; (3) can explore 3D geometry problems; (4) can facilitate the process of constructing new concepts of 3D geometry into students' memory; (5) able to elaborate 3D geometry knowledge acquired in other contexts; (6) can evaluate the acquired knowledge in order that the 3D geometry knowledge possessed by students is stored in cognitive structures for a long period of time.Keywords: 6E instructional 3D geometry model, 3D geometry thinking skills, junior high school students.DOI: http://dx.doi.org/10.23960/jpmipa/v23i1.pp45-56

The Impact of 3D Geometry Assisted 6E Instructional Model to Improve 3D Geometry Thinking Skills of Junior High School Students Sudirman, Sudirman; Kusumah, Yaya Sukjaya; Martadiputra, Bambang Avip Priatna
Jurnal Pendidikan MIPA Vol 23, No 1 (2022): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

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This study aims to reveal the impact of the 6E Instructional 3D geometry model (6E I3DGM) design in improving students' 3D geometric thinking skills. The approach in this study uses a mixed approach. The reason for choosing this approach is that researchers want to get a more comprehensive understanding of this research problem. In this study, the participants involved in this study were (1) junior high school mathematics teachers; (2) grade VIII junior high school students in one of the public junior high schools in Indramayu Regency. In addition, there are three methods of collecting data in this study, namely observation, documentation, tests, which were analyzed using qualitative and quantitative data analysis. Qualitative data analysis using Miles and Huberman (2014) modification consists of data collection, data reduction (data reduction), data display (data display), and conclusion drawing (verification). The statistical test used in this study used an independent t-test. The results of this study conclude that the 6E I3DGM design can improve students' 3D geometric thinking skills. This is because students (1) can activate students' prior knowledge; (2) can relate previous knowledge with prior knowledge; (3) can explore 3D geometry problems; (4) can facilitate the process of constructing new concepts of 3D geometry into students' memory; (5) able to elaborate 3D geometry knowledge acquired in other contexts; (6) can evaluate the acquired knowledge in order that the 3D geometry knowledge possessed by students is stored in cognitive structures for a long period of time.Keywords: 6E instructional 3D geometry model, 3D geometry thinking skills, junior high school students DOI: http://dx.doi.org/10.23960/jpmipa/v23i1.pp45-56

Enhancing Students' Critical Thinking in Mathematics Education: A Systematic Literature Review Nafiah, Siti; Kusumah, Yaya S; Dahlan, Jarnawi Afgani
Jurnal Pendidikan MIPA Vol 25, No 4 (2024): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

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Students' critical thinking abilities are one of the goals of 21st-century learning. Critical thinking abilities enable students to think in a realistic and logical way, assist in understanding and solving problems, and build effective communication skills in facing future challenges. Therefore, the aim of this Systematic Literature Review (SLR) is to identify effective methods for enhancing students' critical thinking abilities, especially in the study of mathematics education. Microsoft Excel and Publish or Perish were used to examine a total of 14 papers from 2014 to 2024 found using Google Scholar and Scopus. The results of the analysis show that teaching approaches, subject matter, and teacher attitudes are some of the methods used to improve critical thinking skills. The most popular and successful teaching method in mathematics education is problem-based learning (PBL). Additionally, research conducted between 2020 and 2022 shows a greater focus on critical thinking skills, with quantitative and qualitative research methodologies taking center stage. Teachers can use these insights to provide more imaginative and significant mathematics instruction. It is recommended that teachers develop modules and frameworks that are integrated with ICT to improve critical thinking skills, especially for teaching in the early grades. This can contribute to a more imaginative and meaningful mathematics learning process. Keywords: critical thinking, SLR, learning methods. DOI: http://dx.doi.org/10.23960/jpmipa/v25i4.pp1925-1938

Co-Authors 'Ulya, Zahratul Aan Hasanah Aan Hendroanto Adjis, Vidia Amalia Aini, Siti Al Jupri, Al Jupri Andini, Meri Ani Minarni Anik Yuliani Ariyanti Jalal Astri Wahyuni Ate, Dekriati Atma Murni Avip, Bambang Bainuddin Yani Bambang Avip Priatna Martadiputra Bambang Avip Priatna Martadiputra cakrawala Bana Goerbana Kartasamita Bonita Hirza Bonyah, Ebenezer Cohors-Fresenborg, Elmar Dadan Dasari Dadang Juandi Dahlan, Jarnawi Afghani Dahlia Fisher Darhim Darhim Dede Sulaeman, Dede Deswita, Ria Deswita, Ria Dewi, Nuriana Rahmani Didi Suryadi Dina Mayadiana Suwarma Dini Kinati Fardah Ditasona, Candra Dwicahyo, Larasati Adira E. Elvis Napitupulu, E. Elvis Edy Surya Elah Nurlaelah Elmawati, Elmawati Elsayed, Ebrahim E. Endang Cahya Mulyaning A. Endang Wahyuningrum Epran, Epran Erma Monariska Ernawati Fadhil Zil Ikram Farida Nurhasanah Fatimah, Siti Finola Marta Putri Fitriyani, Harina Florida Moza, Florida Gí¼rbí¼z, Ferit Gunadi, Farid Harina Fitriyani Hendriyanto, Agus Hepsi Nindiasari Heri Sutarno Idrus Alhaddad Ilham Muhammad Isra Nurmai Yenti Jarnawi Afgani Dahlan Jozua Sabandar Jozua Sabandar Kartika Yulianti Kurnia Putri Sepdikasari Dirgantoro Kurniati Kurniati Kusaka, Satoshi Kusnandi Kusnandi Kusnandi, Kusnandi Kyaruzi, Florence Lussy Midani Rizki Maknun, Churun Lu'lu'il Margaretha Madha Melissa Marlina Martadiputra, Bambang Aviv Priatna Muhaimin, Lukman Hakim Mulyono, Budi N. Nurjanah Nafiah, Siti Nanang Priatna Napitupulu, E.Elvis Nia Kania Nita Delima NurAfni NurAfni Nurwita, Faizah Pakaya, Yusril Mahendra Panjaitan, M. Azhari Pieter Zakarias Tupamahu PRASETYAWAN, ENGGAR Prida N. L. Taneo Putri, Mei Radia Rachmawati, Andini Dwi Rahayu, Diar Veni Rahmah Johar Ratni Purwasih, Ratni Reviandari Widyatiningtyas, Reviandari Rizky Rosjanuardi Rohati Rohati Sabandar, Jozua Sahara, Sani Said Husain, Sharifah Kartini Saputri, Veni Sardin Sari, Fitri Aida Sartika, Rahma Adinda sholikhakh, Rizqi Amaliyakh Silitonga, R. H. Yanti Siswanto, Rizki Dwi Stevi Natalia, Stevi Suarka, Ni Komang Savitri Dharma Sudirman Sudirman Sufyani Prabawanto, Sufyani Sugiman Sugiman Suhendra Suhendra Sulistiawati Sulistiawati Swasti Maharani, Swasti Tatang Herman, Tatang Teapon, Nurhuda Tirtayasa, Fajar Turmudi Turmudi, T Utari Sumarmo Vos, Hans Wijaksana, Aris Hadiyan Yelli Oktavien Yuliardi, Ricki Yumiati Zaenal Arifin Zafrullah, Zafrullah Zatman Payung Zulkardi Zulkardi

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