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All Journal KADIKMA Widya Warta Kontinu: Jurnal Penelitian Didaktik Matematika Jurnal Daya Matematis JIEM JIPMat (Jurnal Ilmiah Pendidikan Matematika) IJIET (International Journal of Indonesian Education and Teaching) Jurnal Mercumatika : Jurnal Penelitian Matematika dan Pendidikan Matematika KALAMATIKA Jurnal Pendidikan Matematika JOHME: Journal of Holistic Mathematics Education Mosharafa: Jurnal Pendidikan Matematika Edumatika Journal Focus Action of Research Mathematic (Factor M) Jurnal Pendidikan MIPA SJME (Supremum Journal of Mathematics Education)
Margaretha Madha Melissa
Universitas Sanata Dharma
Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Mathematics Other

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PENGEMBANGAN VIDEO INTERAKTIF MATERI TEOREMA PYTHAGORAS UNTUK MEMFASILITASI NUMERASI SISWA SMPN 1 DEPOK YOGYAKARTA Melissa, Margaretha Madha; Ningrum, Aria Prawira
Kadikma Vol 15 No 1: April 2024
Publisher : Department of Mathematics Education , University of Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19184/kdma.v15i1.48480

Abstract

The purpose of this study was to develop interactive videos to facilitate numeracy and produce quality interactive video-based learning media products in terms of validity, practicality, and effectiveness. This research is a research and development study using the ADDIE model (Analyze, Design, Development, Implementation, Evaluation). The subjects of this research were 31 students of class VIII F Junior High School 1 Depok Yogyakarta. Data collection techniques using validity questionnaires, numeracy tests, and teacher and student practicality questionnaires. Data from validation questionnaires, tests, and practicality questionnaires were analyzed quantitatively by calculating the average value. The results of this study are 1) The development of interactive videos using the ADDIE model. In the analysis stage, based on teacher interviews, students have difficulty understanding numeracy questions, the Pythagorean theorem material is a difficult topic, and teachers never used interactive videos in learning. At the design stage, researchers designed three videos using the Edpuzzle application. At the development stage, the learning product results were validated by three experts and revised according to the expert's suggestions. At the implementation stage, researchers conducted a trial of four meetings using the guided discovery model. In the evaluation stage, the product was valid, practical, and effective. 2) The product gets very valid results, in terms of media getting 91.25% and material getting 93%. Products get effective results from the numeracy test results as many as 29 students (93.5%) completed the minimum criteria (75). The practical product is seen from the results of the student response questionnaire to the media getting 85.8% and the teacher response questionnaire to the product getting 80%.
Guided Discovery Learning to Improve Students' Mathematics Representation and Collaboration at Senior High School 6 Yogyakarta Hertanti, Retno; Azizah, Kamilah Rohadatul; Sari, Putu Purnama; Melissa, Margaretha Madha
JURNAL PENDIDIKAN MATEMATIKA Vol 7, No 2: November 2023
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/kontinu.7.2.19-35

Abstract

Classroom Action Research aimed to assess the mathematical representation ability and collaboration in understanding circle material by implementing the guided discovery learning model. The data collection took place in April 2023 at SHS 6 Yogyakarta, involving 35 students from XI science. The research comprised two cycles, with a diagnostic test conducted in the first cycle focusing on the equation of a circle, particularly the position of points and lines related to the circle. In the second cycle, the diagnostic test concentrated on tangents to the circle. Data were gathered through tests, interviews, and questionnaires. The findings indicated that guided discovery learning effectively enhances both mathematical representation ability and collaboration. The average scores for the pre-cycle test were 78.87, for cycle I were 79.17, and for cycle II were 85. Moreover, the percentage of students achieving a score of 75 or higher increased from 60% in the pre-cycle to 71% in cycle I and further rose to 77% in cycle II. Regarding collaboration skills, in cycle I, 23 students were categorized as having medium-level skills, and 12 were classified as having high-level skills. In cycle II, the distribution changed with 16 students falling into the very high category, 12 in the high category, and seven in the medium category.
PROFIL PENGETAHUAN NUMERASI MAHASISWA CALON GURU MATEMATIKA [PROFILE OF PROSPECTIVE MATHEMATICS TEACHERS’ NUMERACY KNOWLEDGE] Melissa, Margaretha Madha; Kristanto, Yosep Dwi
JOHME: Journal of Holistic Mathematics Education Vol. 8 No. 1 (2024): JUNE
Publisher : Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/johme.v8i1.8324

Abstract

The 21st-century skills that students and teachers must have are literacy skills, learning skills and life skills. One of the literacy skills is mathematical literacy, also known as numeracy. This research aims to describe the numeracy knowledge profile of prospective mathematics teacher students. This type of research is quantitative descriptive research. The subjects of this research were 32 prospective mathematics teacher students at a private university in Yogyakarta. Data collection techniques in this research used questionnaires and interviews. The research results show that the majority of prospective mathematics teacher students are doubtful about their knowledge of numeracy. Furthermore, none of the students mentioned the complete meaning of numeracy skills; most only mentioned numeration as numbers and mathematical symbols, solving everyday problems, and number operations. Students are also unable to mention the content and context of numeracy questions. However, all students realize that as prospective mathematics teachers, it is important to study numeracy and implement it in the classroom. The suggestion to improve numeracy knowledge and skills are through lesson study that focuses on numeracy to introduce numeracy practices and as a model for prospective teachers, as well as using a student-centered learning approach, using real problems such as RME.BAHASA INDONESIA ABSTRACT: Kemampuan abad ke-21 yang perlu dimiliki oleh siswa dan guru adalah kemampuan literasi, kemampuan belajar, dan kemampuan hidup. Salah satu kemampuan literasi adalah literasi matematika atau juga dikenal dengan istilah numerasi. Tujuan penelitian ini adalah untuk mendeskripsikan profil pengetahuan numerasi mahasiswa calon guru matematika. Jenis penelitian ini adalah penelitian deskriptif kuantitatif. Subjek penelitian ini adalah 32 mahasiswa calon guru matematika di salah satu universitas swasta di Yogyakarta. Teknik pengambilan data dalam penelitian ini menggunakan kuesioner dan wawancara. Hasil penelitian menunjukkan bahwa sebagian besar mahasiswa calon guru matematika ragu-ragu akan pengetahuan mereka tentang numerasi. Selain itu, tidak ada mahasiswa yang menyebutkan pengertian numerasi dengan lengkap, sebagian besar hanya menyebutkan numerasi sebagai angka dan simbol matematika, memecahkan masalah sehari-hari, dan operasi bilangan. Mahasiswa juga tidak mampu menyebutkan konten dan konteks soal numerasi. Walaupun demikian, semua mahasiswa menyadari sebagai calon guru matematika penting untuk mempelajari numerasi dan mengimplementasikannya di kelas. Hal yang bisa dilakukan untuk meningkatkan pengetahuan dan kemampuan numerasi yaitu melalui lesson study yang berfokus pada numerasi untuk mengenalkan praktik numerasi dan sebagai model bagi calon guru, serta menggunakan pendekatan pembelajaran yang berpusat pada siswa, menggunakan permasalahan nyata seperti PMR.
Problem-Based Learning (PBL) Model to improve numeracy skills and self-confidence of middle school students Melissa, Margaretha Madha; Laila , Erfiana Nur; Ningrum, Marcelia Puspita; Kusuma , Odilia Rosa
Journal Focus Action of Research Mathematic (Factor M) Vol. 7 No. 2 (2024): December 2024
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/f_m.v7i2.2622

Abstract

Numeracy is important to develop because it is related to students' ability to solve mathematical problems in everyday life. This research aims to improve students' numeracy and self-confidence through the application of the Problem Based Learning (PBL) learning model. The type of research is classroom action research (CAR) with an adaptation of the Kemmis and Mc Taggart model. The subjects of this research were 30 class VII students at SMP Negeri 1 Depok. The data collection instruments used included a self-confidence questionnaire and numeracy test. Data analysis techniques for self-confidence questionnaires and numeracy test results are averaged, categorized and the gain score value analyzed. The results of this research show that students' numeracy and self-confidence increase after PBL learning. The increase in students' numeracy can be seen from the gain-score of students’ numeracy test from Cycle 1 to Cycle 2. The Problem Based Learning model also increases students' self-confidence based on the increase in categories achieved by students from Cycle 1 to Cycle 2. Therefore, the researcher Others can use the PBL model to increase students' self-confidence and numeracy in other materials.
Mathematical Literacy of Prospective Teachers: A Systematic Review of Factors, Readiness, and Teacher Education Preparation Dirgantoro, Kurnia Putri Sepdikasari; Kusumah, Yaya Sukjaya; Jupri, Al; Melissa, Margaretha Madha
Jurnal Pendidikan MIPA Vol 26, No 3 (2025): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpmipa.v26i3.pp1355-1376

Abstract

Mathematical literacy is a crucial competency for 21st-century teachers to foster critical thinking and problem-solving skills in various educational contexts. However, several pieces of evidence suggest that many prospective teachers struggle to develop mathematical literacy, which may hinder the effectiveness of mathematics learning. This study aims to provide a comprehensive overview of the mathematical literacy of prospective teachers through a systematic literature review of previous research. The study used the PRISMA protocol by searching articles from five reputable databases (ERIC, ProQuest, Taylor & Francis, Emerald Insight, and Scopus) using predefined inclusion and exclusion criteria. Of the initial search results of 8659 articles, only 13 articles were eligible for further review after the screening and duplication removal process. The analysis was focused on six research questions which included: (1) the geographical distribution of the research, (2) the academic background of the research subject, (3) the research topic, (4) factors that affect mathematical literacy, (5) the readiness of prospective teachers, and (6) the form of debriefing by the teacher education program. The results showed that the mathematical literacy of prospective teachers was influenced by both internal factors, such as conceptual comprehension, self-efficacy, and anxiety, as well as external factors, including pedagogical training and sociocultural contexts. However, most teacher education programs have not optimally emphasized the development of contextual and applicative mathematical literacy. This study highlights the importance of strengthening the teacher education curriculum through a contextual, activity-based, and culturally responsive approach, enabling prospective teachers to develop and effectively implement mathematical literacy in diverse learning contexts.     Keywords: mathematical literacy, prospective teacher, systematic review, teacher education, pedagogical preparation.
IDENTIFIKASI PERSEPSI LITERASI MATEMATIKA GURU SMP DI YOGYAKARTA: TANTANGAN DAN PELUANG Melissa, Margaretha Madha; Niluh Sulistyani; Kintan Limiansih
Kadikma Vol. 16 No. 1 (2025): APRIL, 2025
Publisher : Department of Mathematics Education , University of Jember

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

Abstract

Hasil PISA menunjukkan bahwa skor literasi matematika siswa Indonesia secara konsisten berada di bawah rata-rata negara peserta OECD, sehingga perlu perhatian lebih dari guru dan siswa. Tujuan dari penelitian ini untuk mendeskripsikan persepsi guru terhadap literasi matematika. Penelitian ini menggunakan metode survei dengan melibatkan 181 guru matematika SMP di Yogyakarta, dengan teknik voluntary sampling. Instrumen angket digunakan untuk mengetahui pemahaman guru dan pentingnya literasi matematika, serta kualitas literasi matematika siswa. Kesimpulan penelitian ini yaitu 1) sebanyak 71% guru telah mengenal konsep literasi matematika, namun 39% guru masih merasa ragu-ragu atau belum mengenal; 95% guru setuju bahwa literasi matematika penting dikembangkan di sekolah; hanya 38% guru yang mengetahui kualitas literasi matematika siswa. 2) Tantangan dalam pengembangan literasi matematika dari faktor guru adalah pemahaman dan pentingnya pengembangan literasi matematika, serta banyak guru belum mengetahui kualitas literasi matematika siswa, kesulitan dalam mengklasifikasikan konten literasi matematika. Peluang untuk mengatasinya melalui upaya pemberian contoh pembelajaran literasi dari pemerintah, penggunaan soal diagnostik seperti AKM, integrasi literasi matematika dalam berbagai mata pelajaran, penerapan pembelajaran berbasis masalah dan proyek, lingkungan belajar yang mendukung, pemodelan pemecahan masalah, pembelajaran kontekstual, inkuiri, soal berbasis budaya, dan pemanfaatan media pembelajaran interaktif.
The Students’ Learning Interest in Quadratic Function Topics Using Geogebra Melissa, Margaretha Madha; Redianto, Alberto; Wiwahanama, Antonius Venta; Maturbongs, Lily Maria
Edumatika Vol 6 No 1 (2023): May 2023, Edumatika : Jurnal Riset Pendidikan Matematika
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan IAIN Kerinci

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32939/ejrpm.v6i1.1716

Abstract

The impact of students' learning interest on their academic achievement is widely acknowledged; however, a significant number of students still exhibit low levels of interest. Employing effective learning media has been identified as a strategy to enhance learning interest, with dynamic tools such as Geogebra being recognized for their potential. This study aimed to describe students' learning interest by utilizing Geogebra in the context of the quadratic function topic. The research employed qualitative methods and a descriptive approach, involving four students as respondents from a private Senior High School in Yogyakarta, Indonesia. The instructional intervention consisted of mathematics lessons on quadratic functions using Geogebra. Data collection utilized unstructured interviews and close-ended questionnaires, incorporating 22 questions across five indicators of students' learning interest. The questionnaire results revealed an average percentage of students' learning interest falling within the strong category across all indicators. The findings suggest a strong preference among respondents for learning utilizing Geogebra, primarily attributed to its visually appealing interface. Consequently, students exhibited a high level of interest in studying the quadratic functions topic when facilitated by Geogebra.
From Traditional to Digital: A Mini Review on Flipped Classroom in Mathematics Education Putri, Amelia Defrianti; Juandi, Dadang; Melissa, Margaretha Madha; Fardian, Dilham; Jupri, Al; Turmudi, Turmudi
SJME (Supremum Journal of Mathematics Education) Vol 10 No 1 (2026): Supremum Journal of Mahematics Education
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Singaperbangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35706/sjme.v10i1.13143

Abstract

The flipped classroom is an instructional innovation that has been increasingly implemented in mathematics education. This model transforms traditional instruction by delivering learning materials outside the classroom through videos or reading resources, while class time is devoted to interactive activities such as discussion and problem solving. This mini-review aims to analyze the implementation of the flipped classroom in mathematics education, its impact on student engagement and learning outcomes, the challenges encountered, and strategies for effective implementation. The study adopts a mini-review approach with a systematic study selection process. Articles were retrieved from Scopus, Web of Science, and Google Scholar, covering publications from 2015 to 2024. Of the 134 articles identified, 27 studies were selected through title, abstract, and full-text screening. The findings indicate that flipped classroom implementation varies across educational levels. At the primary level, its effectiveness depends on scaffolding and adult support, whereas at the secondary and higher education levels, the flipped classroom enhances student engagement, conceptual understanding, and learning outcomes, despite challenges related to self-regulated learning readiness and unequal access to technology. Compared to traditional instruction, the flipped classroom emphasizes learner autonomy, in-class problem-solving activities, and the use of digital technologies, while requiring strong instructional design and institutional support to be effective.
Needs Analysis: Development of an LMS-Assisted DELPHI-STEAM Model to Improve Students' Computational Thinking and Character Yusuf, Yusfita; Melissa, Margaretha Madha; Wachyar, Tuti Yuliawati; Supriadi, Fidi; Ratnasari, Shofia Annisa; Kosmawa, Ucu; Ramdani, Hadian Setya; Gantira, Anggia
Mosharafa: Jurnal Pendidikan Matematika Vol. 15 No. 1 (2026): January
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v15i1.3541

Abstract

Kemajuan teknologi menuntut siswa memiliki keterampilan berpikir komputasional sekaligus karakter yang kuat. Namun, belum tersedia model pembelajaran yang mengintegrasikan kedua aspek tersebut secara simultan. Penelitian ini bertujuan melakukan analisis kebutuhan untuk mengembangkan model pembelajaran DELPHI-STEAM (Deep Learning Project Hypnoteaching-STEAM) berbasis Learning Management System (LMS). Menggunakan model pengembangan ADDIE, penelitian saat ini berada pada fase analisis. Data dikumpulkan melalui instrumen penilaian berpikir komputasional, survei karakter, protokol observasi, dan wawancara terhadap guru serta siswa di 15 sekolah negeri dan swasta di Kabupaten Sumedang. Hasil penelitian menunjukkan bahwa pengembangan model DELPHI-STEAM berbasis LMS beserta perangkat pendukungnya sangat esensial dan layak diimplementasikan. Model ini terbukti dapat meningkatkan kemampuan berpikir komputasional dan pengembangan karakter secara bersamaan. Selain itu, model ini mampu mentransformasi matematika dalam proyek STEAM menjadi pengalaman belajar yang lebih bermakna dan menyenangkan bagi siswa. Technological advancements demand that students possess both computational thinking skills and strong character development. Currently, pedagogical models that simultaneously integrate these two aspects remain scarce. This study aims to conduct a needs analysis for developing the LMS-supported DELPHI-STEAM (Deep Learning Project Hypnoteaching-STEAM) model. Adopting the ADDIE development framework, the research is currently in the analysis phase. Data were collected through computational thinking assessments, character surveys, observation protocols, and interviews involving teachers and students across 15 public and private schools in Sumedang Regency. The findings indicate that the development of the LMS-based DELPHI-STEAM model and its supporting tools is both essential and feasible. This model is designed to concurrently enhance computational thinking and character growth. Furthermore, it transforms mathematics, traditionally utilized as a mere computational tool in STEAM projects, into a more meaningful and engaging learning experience for students.
Co-Authors Aldila Nindya Puspita Azizah, Kamilah Rohadatul Christina Ratna Wikaningtyas Chyntia Wigi Verina Teresia Cyrenia Novella Krisnamurti Dadang Juandi Fardian, Dilham Fidi Supriadi Gantira, Anggia Hertanti, Retno Kintan Limiansih Kosmawa, Ucu Kurnia Putri Sepdikasari Dirgantoro Kusuma , Odilia Rosa Laila , Erfiana Nur Laurentius Anindito Wisnu Susanto Leonardo Amaris Liaupati Maturbongs, Lily Maria Nicolaus Prastha Windya Novianto Niluh Sulistyani Ningrum, Aria Prawira Ningrum, Marcelia Puspita Putri, Amelia Defrianti Rado Maison Silalahi Rahel Meiza Putri Ramdani, Hadian Setya Ratnasari, Shofia Annisa Redianto, Alberto Samsul Vandam Sigalingging Sari, Putu Purnama Turmudi Wachyar, Tuti Yuliawati Wiwahanama, Antonius Venta Yaya S. Kusumah Yosep Dwi Kristanto Yusfita Yusuf