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All Journal Edu-Sains: Jurnal Pendidikan Matematika dan Ilmu Pengetahuan Alam Jurnal Pendidikan Matematika dan IPA Jurnal Infinity Indonesian Journal of Mathematics and Natural Sciences Kreano, Jurnal Matematika Kreatif-Inovatif Rekayasa: Jurnal Penerapan Teknologi dan Pembelajaran JIPM (Jurnal Ilmiah Pendidikan Matematika) Jurnal Elemen JURNAL PROFESI KEGURUAN Al-Jabar : Jurnal Pendidikan Matematika Math Didactic: Jurnal Pendidikan Matematika HISTOGRAM: Jurnal Pendidikan Matematika Union: Jurnal Ilmiah Pendidikan Matematika JRPM (Jurnal Review Pembelajaran Matematika) MUST: Journal of Mathematics Education, Science and Technology MATEMATIKA DAN PEMBELAJARAN SJME (Supremum Journal of Mathematics Education) Jurnal Cendekia : Jurnal Pendidikan Matematika Prima: Jurnal Pendidikan Matematika Journal on Education Aptisi Transactions on Technopreneurship (ATT) Unnes Journal of Mathematics Education Research Journal of Primary Education Symmetry: Pasundan Journal of Research in Mathematics Learning and Education MEJ (Mathematics Education Journal) ANARGYA: Jurnal Ilmiah Pendidikan Matematika JIKAP PGSD: Jurnal Ilmiah Ilmu Kependidikan M A T H L I N E : Jurnal Matematika dan Pendidikan Matematika Imajiner: Jurnal Matematika dan Pendidikan Matematika JPMI (Jurnal Pembelajaran Matematika Inovatif) Jurnal Penelitian Pembelajaran Matematika Sekolah JP2M (Jurnal Pendidikan dan Pembelajaran Matematika) Hipotenusa : Journal of Mathematical Society Range : Jurnal Pendidikan Matematika Jurnal Wahana Pendidikan Jurnal Lebesgue : Jurnal Ilmiah Pendidikan Matematika, Matematika dan Statistika SUPERMAT (JURNAL PENDIDIKAN MATEMATIKA) Jurnal Math-UMB.EDU Mosharafa: Jurnal Pendidikan Matematika Jurnal Riset dan Inovasi Pembelajaran Jurnal Jendela Pendidikan Plusminus: Jurnal Pendidikan Matematika SCIENCE : Jurnal Inovasi Pendidikan Matematika dan IPA Kognitif: Jurnal Riset HOTS Pendidikan Matematika Journal Evaluation in Education (JEE) Unnes Journal of Mathematics Education Unnes Journal of Mathematics Journal of Advanced Sciences and Mathematics Education Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Edukasia: Jurnal Pendidikan dan Pembelajaran Jurnal Ilmiah Ilmu Terapan Universitas Jambi Prima Magistra: Jurnal Ilmiah Kependidikan Jurnal Pendidikan Indonesia (Japendi) Journal of Mathematics Learning Innovation (JMLI) Bookchapter Pendidikan Universitas Negeri Semarang Prosiding Seminar Nasional Pascasarjana Proceeding of International Conference on Science, Education, and Technology JNPM (Jurnal Nasional Pendidikan Matematika) JPNM : Jurnal Pustaka Nusantara Multidisiplin Jurnal Pengembangan Pembelajaran Matematika Indonesian Educational Research Journal Kreano, Jurnal Matematika Kreatif Inovatif Unnes Journal of Mathematics Education Hipotenusa: Journal of Mathematical Society Jurnal Infinity Jurnal Pendidikan Progresif Journal on Mathematics Education Journal of Computer Science and Technology Application SJME (Supremum Journal of Mathematics Education) Jurnal Citra Multidisiplin Mathema: Jurnal Pendidikan Matematika Eduma : Mathematics Education Learning and Teaching
Scolastika Mariani
Unknown Affiliation
Religion Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemistry Computer Science & IT 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 Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Physics Public Health Social Sciences Other

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Constructing Advanced Mathematical Thinking on Function Limits through Cognitive Styles and APOS-Based Scaffolding: A Qualitative Case Study Ayu Aristika; Wardono Wardono; Scolastika Mariani; Walid Walid
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol. 14 No. 2: April 2026
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v14i2.19936

Abstract

This study examines patterns of advanced mathematical thinking (AMT) in learning function limits through students’ cognitive styles and APOS-based scaffolding. Although previous studies have investigated APOS theory and cognitive styles separately, limited research has explored how both interact in the development of AMT within calculus learning, particularly in the concept of function limits. Adopting a qualitative case study design, data were generated through semi-structured interviews, classroom observations, and document analysis involving 24 mathematics education students at Universitas Islam An Nur Lampung. In this study, cognitive style refers to field-dependent and field-independent learning tendencies, while AMT is represented through indicators of reasoning, abstraction, representation, proof, and problem posing. The analysis employed thematic coding to identify patterns emerging from students’ learning experiences during APOS-based scaffolding activities. The findings reveal three interrelated themes. First, students with field-independent cognitive styles demonstrated more flexible and self-directed reasoning when solving limit problems, whereas field-dependent students relied more on guided explanations, visual representations, and collaborative support. Second, the APOS-based scaffolding sequence of action, process, object, and schema illustrated students’ gradual movement from procedural manipulation toward conceptual interpretation of limits. Third, collaborative scaffolding activities created opportunities for peer explanation and collective meaning-making that supported mathematical generalization. Across the AMT indicators, reasoning obtained the highest average score (3.6), while proof showed the lowest average score (2.9), indicating that students experienced greater difficulty in constructing formal mathematical justification. These findings indicate patterns showing that students’ advanced mathematical thinking emerged through the interaction between individual cognitive tendencies and instructional scaffolding rather than through isolated instructional techniques alone. The study highlights the importance of aligning scaffolding practices with learners’ cognitive characteristics in calculus instruction and contributes qualitative insights into the development of AMT in higher mathematics learning.
A Hypothetical Learning Trajectory Design for Social Arithmetic to Fostering Computational Thinking and Self-Regulated Learning Abilities Santika Lya Diah Pramesti; Scolastika Mariani; Putriaji Hendikawati; Kartono Kartono; Masrukan Masrukan
EDUKASIA Jurnal Pendidikan dan Pembelajaran Vol. 6 No. 2 (2025): 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.v6i2.1493

Abstract

This study aims to design a Hypothetical Learning Trajectory (HLT) on the topic of social arithmetic to address learning obstacles related to students’ computational thinking (CT) and self-regulated learning (SRL) abilities. Employing an Educational Design Research (EDR) approach, the study developed the Missouri Mathematics Open-Ended Problem-Based Learning (MiMOPBL) model supported by an e-module based on the Predict–Observe–Explain (POE) strategy. The HLT integrates CT and SRL by guiding students through prediction, observation, and explanation stages while solving open-ended contextual problems. Validation results confirmed that the instructional tools—including lesson plans, student worksheets, e-modules, CT and SRL instruments—are both valid and reliable. Content validity assessed using Aiken’s V showed values ranging from 0.80 to 0.98, while reliability testing using Cronbach’s Alpha indicated high internal consistency (SRL: α = 0.85; CT: α = 0.89; observation sheet: α = 0.88). These results indicate that the tools are suitable for use in mathematics classrooms. Although limited to the design phase and one topic, the study offers a structured, competency-based learning design that supports student engagement, problem-solving skills, and independent learning. Future research should explore the effectiveness of this learning design across various topics and student groups.
Comparative impacts of project-based learning and other strategies on creative thinking in STEAM education: A systematic literature review Ahmad Ijlal Abdika; Arief Agoestanto; Scolastika Mariani; Sugiman Sugiman
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 13 No 2 (2025)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v13i2.19600

Abstract

Creative thinking is the ability to generate and develop new ideas. It is considered a high-level thinking skill that plays a crucial role in the 21st century. According to the 2022 PISA results, the creative thinking skills of Indonesian students are categorized as low. The Project-Based Learning (PjBL) model, when integrated with the STEAM approach, offers a promising strategy to enhance creative thinking. This study aims to provide an overview of how various teaching strategies—particularly PjBL—compare to other approaches in fostering creative thinking through the STEAM framework, using a Systematic Literature Review. Following the PRISMA protocol, nine relevant articles were identified that addressed the research questions. The findings indicate that the PjBL-STEAM approach has a significantly more positive, profound, and sustainable impact on improving creative thinking skills across all educational levels compared to other pedagogical strategies. PjBL fosters creativity not only as an academic skill but also as a life competency, integrated with 21st-century social, emotional, and problem-solving abilities. This study offers direction for future research in evaluating effective learning models to enhance creative thinking.
Pengembangan Komik Terintegrasi PBL Bernuansa Makanan Khas Klaten untuk Meningkatkan Literasi Numerasi : Development of PBL-Integrated Comics Nuanced by Klaten's Traditional Foods to Improve Numeracy Literacy Feronia Sanabila Sa'ada, Feronia Sanabila Sa'ada; Detalia Noriza Munahefi; Scolastika Mariani
Edu-Sains: Jurnal Pendidikan Matematika dan Ilmu Pengetahuan Alam Vol. 15 No. 2 (2026): Juli 2026
Publisher : Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/jmpmipa.v15i2.55931

Abstract

Rendahnya literasi numerasi siswa di Indonesia berdasarkan hasil PISA 2022 menjadi tantangan nyata dalam pendidikan matematika. Kondisi serupa terjadi di SMPN 1 Polanharjo, di mana siswa mengalami kesulitan menginterpretasikan data kontekstual menjadi pemodelan matematika. Penelitian Research and Development (RnD) menggunakan model ADDIE ini bertujuan untuk menguji tingkat kelayakan, keterbacaan, keefektifan, dan respon siswa terhadap media komik bernuansa etnomatematika makanan khas Klaten terintegrasi model PBL berbasis deep learning pada materi statistika pemusatan data. Hasil validasi membuktikan bahwa komik memenuhi kriteria sangat layak. Uji keefektifan menunjukkan media komik efektif dalam meningkatkan literasi numerasi siswa, yang ditunjukkan oleh nilai rata-rata posttest kelas eksperimen sebesar 82,87  (mencapai KKTP 75) dan ketuntasan klasikal melampaui 70% . Selain itu, analisis uji-t menunjukkan bahwa skor peningkatan (N-gain) kelas eksperimen sebesar 0,71 yang secara signifikan lebih tinggi dibandingkan dengan kelas kontrol yang memperoleh skor  0,52. Media komik juga terbukti mudah dipahami berdasarkan uji keterbacaan dengan persentase rata-rata 99,75%  dan memperoleh respon siswa yang sangat baik dengan persentase rata-rata 86,04% . Kesimpulannya, penggunaan media komik ini terbukti layak, mudah dipahami, efektif, dan mendapatkan respon positif dari siswa. Media komik dapat memfasilitasi siswa untuk memahami konsep abstrak melalui masalah kontekstual, sehingga mampu meningkatkan literasi numerasi secara bermakna.
Use Of Augmented Reality as an Alternative Media for Learning Mathematics: A Systematic Literature Review Dina Prasetyowati; Wardono Wardono; Scolastika Mariani; Nuriana Rachmani Dewi
Mosharafa: Jurnal Pendidikan Matematika Vol. 14 No. 3 (2025): July
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v14i3.3536

Abstract

Teknologi Augmented Reality (AR) kini menjadi tren yang berkembang di bidang pendidikan. Augmented Reality mempunyai kemampuan untuk menggabungkan dunia digital dan dunia nyata yang kemudian mengarah pada munculnya kemungkinan-kemungkinan baru dalam meningkatkan kualitas kegiatan belajar mengajar. Studi ini bertujuan untuk memahami seberapa efektif penggunaan Augmented Reality sebagai media alternatif dalam pembelajaran matematika di lembaga pendidikan. Studi ini menerapkan metode Systematic Literature Review (SLR) dengan mengumpulkan artikel-artikel dari berbagai jurnal internasional maupun nasional menggunakan kata kunci yang sudah ditetapkan. Terdapat 231 artikel yang ditemukan pada tahap awal pencarian dengan total 23 artikel yang memenuhi kriteria inklusi dan eksklusi. Hasilnya pemanfaatan AR dalam pendidikan matematika telah diterapkan dan diterapkan sebagai media pendukung pembelajaran interaktif di berbagai tingkatan mulai dari sekolah dasar hingga perguruan tinggi. Temuan dari ulasan ini mendukung literatur mengenai pemanfaatan Augmented Reality sebagai media alternatif dalam pembelajaran matematika. Augmented Reality (AR) technology has become an emerging trend in the field of education. AR is capable of integrating digital elements with the real environment, thereby creating new opportunities to enhance the quality of teaching and learning processes. This study aims to understand how effective the use of Augmented Reality as an alternative media in mathematics learning in educational institutions is. This study applies the Systematic Literature Review (SLR) method by collecting articles from various international and national journals using predetermined keywords. There were 231 articles found in the initial stage of the search with a total of 23 articles meeting the inclusion and exclusion criteria. The results show that AR has been applied and implemented in mathematics education as a supporting media for interactive learning at various levels, from elementary school to university. The findings of this review support the literature on the use of Augmented Reality as an alternative medium in mathematics learning.
The Need for the Scaffolding Method in Students’ Mathematical Computational Thinking Process Through APOS Theory Ardon Jamdin; Zaenuri; Scolastika Mariani; Bambang Eko Susilo
Indonesian Educational Research Journal Vol. 3 No. 3 (2026): Innovative and Inclusive Pathways to Strengthening 21st-Century Skills in Educa
Publisher : CV. Samuel Manurung and Co

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56773/ierj.v3i3.140

Abstract

The development of students’ computational thinking skills in mathematics remains a significant challenge, particularly due to the lack of adaptive instructional support that aligns with students’ cognitive stages. This study aims to analyze students’ needs for the scaffolding method in the process of mathematical computational thinking based on APOS theory. The research was conducted at Muhammadiyah Middle School Ambon using a descriptive approach with quantitative data support. The instruments used consisted of a computational thinking ability questionnaire and a scaffolding needs questionnaire. The results indicate that most students are still at the basic to intermediate levels of computational thinking and show a high need for scaffolding, especially in the action and process stages of the APOS framework. Furthermore, the findings reveal a strong relationship between students’ computational thinking ability and their need for scaffolding. These results suggest that scaffolding-based learning should be designed adaptively and systematically to support the gradual development of students’ computational thinking skills. Future research is recommended to develop and experimentally test scaffolding-based learning models that are aligned with APOS theory to enhance students’ higher-order thinking skills.
Meta-Analysis: The Significance Of The Search, Solve, Create, And Share Model In Enhancing Students' Mathematical Problem-Solving Ability Erina Nurhalisha; Zaenuri Zaenuri; Kristina Wijayanti; Scolastika Mariani; Isnaini Rosyida
Mathline : Jurnal Matematika dan Pendidikan Matematika Vol. 10 No. 2 (2025): Mathline : Jurnal Matematika dan Pendidikan Matematika
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/mathline.v10i2.927

Abstract

Mathematical problem-solving ability is an important ability that students must have to master mathematics learning and solve problems. The low mathematical problem-solving ability of students is often caused by the application of conventional learning models. One model that can improve students' mathematical problem-solving abilities is the Search, Solve, Create, and Share (SSCS) learning model. The Search, Solve, Create, and Share (SSCS) learning model emphasizes active student participation and problem-solving, significantly enhancing students' mathematical problem-solving abilities. This study was conducted to determine the effectiveness of the SSCS learning model in improving students' capacity for solving mathematical problems. The method employed was meta-analysis. The analysis of eight articles revealed a consistently high effect size across all of them.  In addition, the combined effect size of the eight articles was 1.199, which is included in the high category. Based on the results of the t-test, the values ​​of tcount = 30.14 > 1.648 = ttable, so H0 is rejected, indicating that students who engage with the SSCS learning model demonstrate a significantly higher average capability in solving mathematical problems than those who do not use it. Therefore, the SSCS learning paradigm presents a viable alternative for enhancing students' mathematical problem-solving skills.
Analisis Kemampuan Berpikir Kritis Matematis Siswa SMP Ditinjau dari Self-Efficacy pada Materi Sistem Persamaan Linear Dua Variabel Mia Nur Azizah; Iman Solahudin; Scolastika Mariani
JURNAL JENDELA PENDIDIKAN Vol. 6 No. 02 (2026): Jurnal Jendela Pendidikan: Edisi Mei 2026
Publisher : CV. Jendela Edukasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57008/jjp.v6i02.2717

Abstract

Penelitian ini bertujuan untuk mendeskripsikan tingkat self-efficacy dan kemampuan berpikir kritis matematis siswa berdasarkan self-efficacy pada materi Sistem Persamaan Linear Dua Variabel (SPLDV). Penelitian menggunakan pendekatan deskriptif kualitatif dengan subjek 25 siswa kelas VIII di salah satu SMP negeri di Kabupaten Majalengka. Data dikumpulkan melalui angket self-efficacy, tes kemampuan berpikir kritis matematis, dan wawancara. Analisis data menggunakan model Miles dan Huberman yang meliputi reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa self-efficacy siswa didominasi kategori sedang sebesar 56%, kategori tinggi sebesar 40%, dan kategori rendah sebesar 4%. Kemampuan berpikir kritis matematis siswa berada pada kategori baik sebesar 44%, cukup sebesar 36%, dan sangat baik sebesar 20%. Siswa dengan self-efficacy tinggi mampu memenuhi indikator interpretasi, analisis, evaluasi, dan inferensi secara lebih optimal dibandingkan siswa dengan self-efficacy sedang dan rendah. Hasil penelitian menunjukkan adanya kecenderungan hubungan positif antara self-efficacy dan kemampuan berpikir kritis matematis siswa pada materi SPLDV.
ANALISIS KINERJA METAKOGNISI DAN PEMECAHAN MASALAH MATEMATIKA: SUATU SYSTEMATIC LITERATURE REVIEW Achmad Nurhadi; Scolastika Mariani
SCIENCE : Jurnal Inovasi Pendidikan Matematika dan IPA Vol. 6 No. 1 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/science.v6i1.9285

Abstract

Mathematical problem-solving ability is a crucial higher-order cognitive competence essential in 21st-century education. This skill significantly contributes to students' reasoning, decision-making, and their readiness to face various real-world problems. Integrating mathematical problem-solving into education promotes critical thinking and equips students with cross-curricular skills necessary for modern careers. This study aims to conduct a systematic literature review (SLR) to synthesize research on students' mathematical problem-solving abilities and metacognitive performance. The review utilized the Scopus database and adopted a Population-Concept-Context (PCC) framework to formulate research questions. The results indicate a growing trend in the integration of metacognitive strategies, such as self-regulation and metacognitive awareness, into mathematics education. Studies highlight the positive impact of metacognitive training on problem-solving skills, with technology-based learning tools further enhancing metacognitive awareness. The study concludes that fostering metacognitive skills through strategic teaching can improve students' problem-solving abilities, especially among low-achieving learners. Future research should explore long-term effects and refine measurement tools for metacognitive skills to expand the understanding of how metacognition impacts mathematical problem-solving across different educational contexts. ABSTRAK Kemampuan pemecahan masalah matematika merupakan kompetensi kognitif tingkat tinggi yang sangat penting dalam pendidikan abad ke-21. Kemampuan ini berkontribusi signifikan terhadap penalaran, pengambilan keputusan, serta kesiapan siswa dalam menghadapi permasalahan dunia nyata yang beragam. Integrasi pemecahan masalah matematika dalam pendidikan tidak hanya mendorong berpikir kritis, tetapi juga membekali siswa dengan keterampilan lintas kurikuler yang relevan dengan tuntutan karier modern. Penelitian ini bertujuan untuk melakukan systematic literature review (SLR) guna mensintesis penelitian terkait kemampuan pemecahan masalah matematika dan kinerja metakognisi siswa. Kajian ini menggunakan basis data Scopus dan mengadopsi kerangka Population-Concept-Context (PCC) dalam merumuskan pertanyaan penelitian. Hasil sintesis menunjukkan tren yang meningkat dalam penerapan strategi metakognitif, seperti regulasi diri dan kesadaran metakognitif, dalam pembelajaran matematika. Studi-studi menunjukkan pengaruh positif pelatihan metakognitif terhadap keterampilan pemecahan masalah, dengan alat pembelajaran berbasis teknologi yang lebih lanjut meningkatkan kesadaran metakognitif siswa. Kesimpulannya, pengembangan keterampilan metakognitif melalui pengajaran yang terstrategi dapat meningkatkan kemampuan pemecahan masalah siswa, terutama pada siswa dengan prestasi rendah. Penelitian selanjutnya perlu mengkaji efek jangka panjang dan mengembangkan instrumen pengukuran keterampilan metakognitif untuk memperluas pemahaman tentang pengaruh metakognisi terhadap pemecahan masalah matematika di berbagai konteks pendidikan.
AI and Big Data in Advancing Mathematical Literacy Cybersecurity’s Moderating Role Sumliyah; Wardono; Scolastika Mariani; Stevanus Budi Waluya; Emi Pujiastuti; Ramiro Santiago Ikhsan
CORISINTA Vol 2 No 2 (2025): August
Publisher : Pandawan Sejahtera Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33050/corisinta.v2i2.109

Abstract

In today’s rapidly evolving digital landscape, mathematical literacy has emerged as a crucial competency for students navigating data-intensive environments. The integration of Artificial Intelligence (AI) and Big Data in education holds transformative potential to enhance personalized learning and support data-driven teaching strategies, yet it also raises critical concerns around Cybersecurity, particularly in safeguarding student data and ensuring trust in digital platforms. This study aims to analyze the effects of AI and Big Data on mathematical literacy, while examining the moderating role of Cybersecurity. Using a quantitative research approach, data were collected through a structured questionnaire and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) via SmartPLS 3. The results indicate that both AI and Big Data have significant positive effects on students’ mathematical literacy, with Big Data exerting the strongest influence through its ability to provide deep insights into student performance. AI also contributes effectively by enabling real-time feedback, adaptive learning, and personalized instruction. Although Cybersecurity demonstrated a weaker direct effect on mathematical literacy, it remains an essential enabler of a secure digital learning environment, fostering user trust and system integrity. This research highlights the importance of aligning educational technology implementation with strong digital safeguards to maximize learning outcomes. The findings offer managerial implications for educational institutions to invest in intelligent learning platforms supported by robust cybersecurity protocols. Ultimately, the study reinforces the relevance of SDG 4: Quality Education, by promoting inclusive, safe, and tech-enhanced learning ecosystems suited for the demands of 21st-century education.  
Co-Authors 'Ulya, Rosyidatul Abd. Rasyid Syamsuri Abduh, M. Faisal Achmad Nurhadi Achmad Nurhadi Adi Nur Cahyono Adrillian, Hendrisa Agus Yulianto Ahmad Faridh Ricky Fahmy Ahmad Gufron Ahmad Ijlal Abdika Aida Istiqomah Akbar Dakha Prabowo Al Ashari, Shoib Rizal Alfauzan Ridho Zulfikri Amin Suyitno Amin, Ihdi Amrina, Dava Anggoro, Abdurrobbil Falaq Dwi Ani, Nyree Annisa Salma Zakiyyah Ardhi Prabowo Ardon Jamdin Arief Agoestanto Asani, Fityan Asih, Tri Sri Noor Asna, Alivia Nur Astuti, Raras Setya Astuti, Sri Ady Aulia Hurul Aini Ayu Aristika Aziiza Andanawarih Utoyo Azizia, Ananda Jullailatul Azzahra, Tsania Rahma Bambang Eko Susilo Bambang Eko Susilo Bambang Eko Susilo Bayu Murti Suryonegoro Bayujaga, Dian Budi Waluya Cahya, Nabella Dwi Cholifah Cholifah Damaryanti, Desi Dwi Daroinis Sa’adah Dedeh Kurniasih Detalia Noriza Munahefi Dewi , Heni Lilia Dewi, Heni Lilia Dewi, Nuriana Rachmani Dina Prasetyowati Dr. Masrukan, Dr. Dwi Erna Novianti Dwijanto Dwijanto Dwijanto Dwijanto Dwijanto Dwijanto Dwijanto Dwijanto, Dwijanto Dwijayanto Dwijayanto E. Sulastri Edy Soedjoko EKA ANJARWATI Ema Butsi Prihastari Emi Pujiastuti Endang Retno Winarti Endang Setyowati Endramawati, Tyas Ayun Enika Wulandari Erik Santoso Erina Nurhalisha Fani Laffanillah Fani Farida Nursyahidah Fathonah, Ika Ariwanti Fauziah, Isyatul Feronia Sanabila Sa'ada, Feronia Sanabila Sa'ada Fifqi Inayah Fitrianti, Dwi Agung G. Gunawan Habaib, Taufik Nur Handayani, Kristina Haqiqi, Muhamad Irwan Hardi Suyitno Hasriani Ishak Hening Windria Hidayatun Nafiah, Hidayatun Hikmasari, Prihatina Ihdi Amin Ika Fitriani Fitriani Iman Solahudin Imanuel, Imanuel Indriani, Mikke Novia Iqbal Kharisudin Irma Nilta Muna Isnaeni Rosyida Isnaini Rosyida Isnaini Rosyida Isnaini Rosyida, Isnaini Isnarto Isnarto Isnarto Isnarto Isnarto, Isnarto Isnarto, Isnarto Isti Hidayah Istiqomah Ambarwati Iwan Junaedi Jahfaludin, Abi Jannah, Anita Nur Jatnika, Sugih Nugraha Kartono , Khasmarawati, Vinda Khoirunnisa, Farah Dina Khunaeni, Sirilivia Kismiyanti, Kismiyanti Kristin Damaiyanti Br Lumban Batu Kristina Wijayanti Kristina Wijayanti Kurniati, Chrisvonela Neri Lathifatun Ni'mah Lathifatun Ni'mah Liadiani, Anifa Mirza Lutfiani, Nurul M. Taufik Qurohman Ma'unah, Siti Malik, Ibnu Malik, Ibnu Marissa, Erlinda Isulis Marthinus Yohanes Ruamba Mashuri Mashuri Masrukan Masrukan Masrukan Masrukan Masrukan Masturina Hamid, Ellya Maulana, Mukhamad Riziq Megita Dwi Pamungkas Megita Dwi Pamungkas Meilon, Beny Mia Nur Azizah Misa’adah, Fedriana Moh. Asikin Mohammad Asikin Muhammad Kharis Muhammad Marzuqi Mujiasih Mujiasih Mulyono Mulyono Mulyono Mulyono Musaidah, Evadatul Muwahiddah, Ulil N. Nurjanah Nila Ubaidah Nino Adhi, Nuriana Rachmani Dewi Ni’matul Janah Nofiyah, Noni Noriza Munahefi, Detalia Noverianto, Bebyd Nugroho, Samuel Defri Nur Hidayati Nurariva Siregar Nuriana Rachmani Dewi Nuriana Rachmani Dewi (Nino Adhi) Nurintya, Fairuz Hanan Nurmutia, Halida Eka Nursasongko, Aditya Nuzul Putri Rahmawati Onwardono Rit Riyanto Pamungkas, Megita Dwi Pradina, Putri Dwi Pramesti, Santika Lya Diah Pramesti Pranawestu, Aditya Pratiwi, Yuninda Diah Priscilia, Priscilia Monica Praneswari Putri, Dwi Liana Wella Putriaji Hendikawati Rachmani Dewi, Nuriana Raden Mohamad Herdian Bhakti Rahayu, Yenrika Kurniati Rahayuningsih, Rista Tri Ramadhani, Istika Ramiro Santiago Ikhsan Ratri Ratnasari, Dwi Indah Rezky Bagus Pambudiarso, Rezky Bagus Riki Afiyanto Pratama Riyan Hidayat Riza Arifudin Roby Sugiarto, Dede Retno Rochmad - Rochmad Rochmad Rochmad Rochmad Rosyidatul 'Ulya Rouf, Muhammad Abdul S. B. Waluya, S. B. Sa'adah, Daroinis Saiful Marom Saiful Marom Santika Lya Diah Pramesti Santika Lya Diah Pramesti Saputri, Mike Sari, Fenny Tunjung Sari, Ratna Novita Savitri, Sukma Nur Sebastianus Fedi Setyaningsih, Lusianna Siswahyudianto Sri Solihah St. Budi Waluya Stevanus Budi Waluya Sudarsono Sudarsono Sugiman Sugiman Sugiman Sukestiyarno Sukestiyarno Sulandari, Dewi Sumliyah Sumliyah, Sumliyah Sunarmi Sunarmi Sunarti Susanti Susanti Tan Hian Nio Tania, Nova Tommy Tanu Wijaya Vera Dewi Susanti Wahyu Ning Dewi Kumalaretna Wahyu Nur Annisa Wahyuningsih, Vebryana Walid Walid Walid Walid Walid, Walid Wanda Eka Putri Wardono Wardono Wardono Wardono Wardono Wardono Wardono Wardono Widiastuti, Ririn Wijaya, Teguh Ananta Winayus, Riyan Fikri Windarti, Desti Hana YL Sukestiyarno YL. Sukestiyarno Yoni Sunaryo Yuni Frazwanti Yuningsih Yuningsih Zaenuri Mastur Zaenuri Zaenuri Zulfa Dayyinati Fa'izulloh