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All Journal Kreano, Jurnal Matematika Kreatif-Inovatif Jurnal Elemen JPPM (JURNAL PENELITIAN DAN PEMBELAJARAN MATEMATIKA) AKSIOMA MaPan : Jurnal Matematika dan Pembelajaran Cetta: Jurnal Ilmu Pendidikan Theorems (The Original Research of Mathematics) SJME (Supremum Journal of Mathematics Education) Jurnal Cendekia : Jurnal Pendidikan Matematika Prima: Jurnal Pendidikan Matematika FIBONACCI: Jurnal Pendidikan Matematika dan Matematika BIORMATIKA : JURNAL ILMIAH FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN ALGORITMA : Journal of Mathematics Education JPMI (Jurnal Pembelajaran Matematika Inovatif) JP2M (Jurnal Pendidikan dan Pembelajaran Matematika) BERNAS: Jurnal Pengabdian Kepada Masyarakat Jurnal Pengabdian kepada Masyarakat FARABI: Jurnal Matematika dan Pendidikan Matematika ELIPS: Jurnal Pendidikan Matematika Prosiding Sesiomadika Journal of Mathematics Instruction, Social Research and Opinion International Journal of Didactic Mathematics in Distance Education Jurnal Pendidikan MIPA SJME (Supremum Journal of Mathematics Education)
Rika Mulyati Mustika Sari
Universitas Singaperbangsa Karawang
Religion Agriculture, Biological Sciences & Forestry Humanities Computer Science & IT Decision Sciences, Operations Research & Management Dentistry Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Neuroscience Nursing Public Health Social Sciences Veterinary Other

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Penerapan DGBL (Digital Game Based Learning) Dengan Penggunaan Kahoot! Terhadap Motivasi Belajar Siswa Dalam Pembelajaran Matematika Rahman, Ratu Firdausi; Dewi Nur, Iyan Rosita; Mustika Sari, Rika Mulyati
Cetta: Jurnal Ilmu Pendidikan Vol 8 No 4 (2025)
Publisher : Jayapangus Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37329/cetta.v8i4.4791

Abstract

Innovations need to be made in mathematics learning to motivate students, especially in learning models. One thing that motivates and is interesting for students is gadget games, namely games. The appropriate learning model is DGBL (Digital Game Based Learning). The media used is the Kahoot! As an interactive medium for new experiences for students. This research aims to conduct a Literature Review related to the use of Kahoot! can motivate students to learn mathematics. The research method chosen in this research is the Literature Review method, namely data collection is carried out by reviewing all articles related to the objectives of this research. The research used in this research were 20 accredited national journal articles obtained from the Google Scholar database using the application. Publish or Perish and international journals indicated by Scopus with a publication period of 2014-2024. The results of the study on the use of Kahoot! as a learning medium helped mathematics learning, with an average pretest and posttest score of 82.04 <94.04. Based on this research, the Kahoot! Not only can it increase students' learning motivation, but in previous research, the Kahoot! can increase student activity, student interest, student involvement and student motivation in learning mathematics.
Analisis kesulitan belajar siswa SMA pada pembelajaran geometri Sari, Rika Mulyati Mustika; Roesdiana, Lessa
AKSIOMA : Jurnal Matematika dan Pendidikan Matematika Vol 10, No 2 (2019): AKSIOMA: Jurnal Matematika dan Pendidikan Matematika
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/aks.v10i2.4253

Abstract

Geometry is one branch of mathematics for high school level, one of which is cone slices which deal with circles, ellipses, parabola, and hyperbole. However, from the data obtained in the last few years from the PUSPENDIK the value of the students' mathematics at the Geometry branch is always lower than the other branches of the mathematics branch. This is what encourages researchers to conduct preliminary research that aims to analyze and describe student learning difficulties in learning geometry. The benefits of this research are a reference for research to develop appropriate mathematics teaching materials and in accordance with the characteristics of geometry. This research use desciptive qualitative approach. Methods of data collection are observation, interviews and questionnaires. Analysis of the data used is using the Miles and Huberman models which include: data reduction, data display, and conclusion drawing / verification. The results of this study are in the form of a description of learning difficulties faced by students in learning geometry.   Keywords: learning difficulties, Geometry 
Analyzing Students' Mathematical Spatial Literacy Using a Project-Based Blended Learning Model Priatna, Nanang; Mustika Sari, Rika Mulyati
Kreano, Jurnal Matematika Kreatif-Inovatif Vol 13, No 1 (2022): Kreano, Jurnal Matematika Kreatif-Inovatif
Publisher : Mathematics Dept, Math. and Science Faculty, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/kreano.v13i1.34995

Abstract

The application of project based blended learning in analyzing mathematical spatial literacy is described in this article. The research method used is descriptive quantitative. Participants in the study consisted of 33 students of class XI at one public high school in Bandung Regency. The type of research used is pre-experimental with a one-shot case study design, the subject is taken by simple random sampling using purposive sampling technique. Data analysis in this study is quantitative data analysis in the form of descriptive statistical tests and differential statistical tests. Based on the results of calculations using descriptive statistical tests that students in the high category were 10 students (3%), the medium category was 21 students (64%) and the low category was 2 students (6%). The results of the differential analysis for the normality test of the data are not normally distributed and from the results of the calculation of the median test obtained 0,0148782 ≥ 0,025, this means that the results of this test conclude that at a 95% confidence interval, the median mathematical spatial literacy ability of students after the Project based blended learning model is applied can reach KKM.Penerapan project based blended learning dalam menganalisis literasi spasial matematis dideskripsikan dalam artikel ini. Metode penelitian yang digunakan adalah deskriptif kuantitatif. Partisipan dalam penelitian terdiri dari 33 siswa kelas XI pada satu SMA Negeri Kabupaten Bandung. Jenis penelitian yang digunakan pre-experimental dengan desain one shot case study, subjek diambil secara simple random sampling dengan menggunakan teknik purposive sampling. Analisis data dalam penelitian ini adalah analisis data kuantitatif berupa uji statistik deskriptif dan uji statistik iferensial. Berdasarkan hasil perhitungan menggunakan uji statistik deskriptif bahwa siswa yang memiliki kategori tinggi 10 siswa (3%), kategori sedang 21 siswa (64%) dan kategori rendah 2 siswa (6%). Hasil analisis iferensial untuk uji normalitas data tidak berdistribusi normal dan dari hasil perhitungan uji median diperoleh 0,0148782 ≥ 0,025, ini berarti Hasil pengujian ini memberikan kesimpulan bahwa pada selang kepercayaan 95%, median kemampuan literasi spasial matematis siswa setela diterapkan model Project based blended learning dapat mencapai KKM.
The Effect Of STEM-Based Project-Based Learning In Improving High School Students' Visual Mathematical Ability Sari, Rika Mulyati Mustika; Sopiany, Hanifah
SJME (Supremum Journal of Mathematics Education) Vol 7 No 2 (2023): 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.v7i2.8934

Abstract

This research is based on the problem of the low mathematical visual thinking ability in learning mathematics. To overcome this, research was carried out using a STEM-based Project-Based Learning (PjBL-STEM) model. This study examines the problem of improving visual mathematical abilities among students who receive mathematics learning with the STEM-based Project-Based Learning (PjBL-STEM) model. This research is quasi-experimental, the design used is the Nonequivalent Control Group Design using the Purposive Sampling technique. The population in this study were high school students in Bandung Regency in the academic year 2021/2022, with the research sample being high school students in class X. The instrument used in the study was a visual mathematical ability test. Data analysis was carried out quantitatively by using the Independent Sample t-test. The results showed that (1) Overall the application of the PjBL-STEM learning model could improve students' mathematical visual thinking abilities, (2) Improved mathematical visual thinking skills of students whose learning using the PjBL-STEM learning model was significantly better than students who learned using conventional learning models.
The Relationship between Self-Directed Learning and Problem-Solving Ability in Trigonometry Muhijah, Iim; Sari, Rika Mulyati Mustika; Zulkarnaen, Rafiq; Effendi, Kiki Nia Sania
Journal of Mathematics Instruction, Social Research and Opinion Vol. 4 No. 4 (2025): December
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/misro.v4i4.824

Abstract

Mathematical problem-solving abilities in trigonometry material remain a challenge for many students, partly because they lack self-directed learning skills to manage the learning process. This research aims to analyze the relationship between self-directed learning and students' mathematical problem-solving abilities in trigonometry material. The research approach is quantitative, using a correlational method. The research sample consists of 62 vocational high school students in Karawang Regency, selected through random sampling. The research instruments include a self-directed learning questionnaire and an essay test of problem-solving abilities. The questionnaire measures initiative, responsibility, self-regulation, and students' evaluative abilities in the learning process, while the problem-solving ability test assesses students' abilities to understand, plan, execute, and evaluate trigonometry problem solutions. Data analysis was conducted using the Pearson correlation test. The research results show a strong, significant positive relationship between self-directed learning and mathematical problem-solving abilities, with a correlation coefficient of r = 0.679 and a significance value of < 0.001. These findings indicate that increased self-directed learning tends to be followed by greater ability to solve mathematical problems.
The Influence of Self-Efficacy and Gender on Students' Mathematical Learning Outcomes on the Topic of Circle Equations Hasan, Ibrahim; Sari, Rika Mulyati Mustika; Effendi, Kiki Nia Sania; Zulkarnaen, Rafiq
Journal of Mathematics Instruction, Social Research and Opinion Vol. 4 No. 4 (2025): December
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/misro.v4i4.830

Abstract

This quantitative study aimed to examine the simultaneous and partial effects of self-efficacy and gender on mathematics learning outcomes related to circle equations among high school students. Employing a multiple regression design, the research involved 139 twelfth-grade students from SMA Negeri 7 Tambun Selatan, selected via simple random sampling. Data were collected through a self-efficacy questionnaire analyzed using the Successive Interval Method and an essay-based test for learning outcomes. Multiple regression analysis, after fulfilling classical assumptions, revealed that self-efficacy and gender significantly influenced learning outcomes simultaneously (F = 1025, p < 0.00). Partially, self-efficacy emerged as a significant predictor, with a positive coefficient (β = 0.585, t = 5.969, p < 0.001), indicating that higher self-efficacy is associated with improved cognitive achievement. Conversely, gender showed no significant partial effect (p > 0.05). Additional correlation analysis indicated a stronger relationship between self-efficacy and learning outcomes in male students (  = 0.545) compared to female students (  = 0.348). Nonetheless, self-efficacy remained the primary explanatory factor for cognitive achievement in both groups. These findings underscore the dominant role of self-efficacy as the key determinant of success in learning circle equations, surpassing the influence of gender.
Enhancing Mathematical Spatial Literacy through Project-Based Blended Learning with Cognitive Conflict Strategy Mustika Sari, Rika Mulyati; Effendi, kiki Nia Sania; Aini, Indrie Noor; Sopiany, Hanifah Nurus; Sartika, Nenden Suciyati; Kossahdasabitah, Annisaa
Jurnal Pendidikan MIPA Vol 27, No 1 (2026): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpmipa.v27i1.pp287-313

Abstract

This article discusses the development of a project-based blended learning (PjBBL) module using a cognitive conflict strategy on the topic of geometric transformations to enhance mathematical spatial literacy. The objectives of this study are (1) to produce a valid, practical design of a PjBBL module with a cognitive conflict strategy, and (2) to determine the improvement in the mathematical spatial literacy of eleventh-grade senior high school students after implementing the module. This research is a design research using the Plomp model. The initial stage of the Plomp model, namely the preliminary research stage, is to identify the problems and needs required in learning. The second stage is prototyping, namely, compiling a prototype after obtaining the results of the initial investigation, followed by formative evaluation; the third stage is assessment. The data collection techniques and instruments used were interviews, observations, and mathematical spatial literacy tests. The results of the module development were evaluated based on three aspects, namely validity, practicality, and effectiveness, involving students from SMAN 1 Cicalengka as the research subjects. The research data were analyzed descriptively. The results showed that the design of the project-based learning teaching module using the cognitive conflict strategy was in the very valid category, with an obtained score of 84. Valid based on material and media experts from the results of the feasibility of content, presentation, language, contextual, and graphics (module size, cover design, and module content design). For the practicality value, a result of 86.3, including the very practical category, was obtained based on the results of the practicality test of student responses to the criteria of presentation, language, content, and time. The effectiveness of the module is evidenced by an increase in students' mathematical spatial literacy, with high N-gain and a large effect size. Keywords: project-based learning, cognitive conflict strategy, mathematical spatial literacy.
Academic Self-Concept and Mathematical Computation on Geometric Sequences and Series: The Confirmatory Factor Analysis Aziza, Asya Khaula; Sari, Rika Mulyati Mustika; Zulkarnaen, Rafiq
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.v10i1.13120

Abstract

The purpose of this study was to investigate the relationship between academic self-concept and mathematical computation in the field of geometry, particularly on geometric sequences and series. This study employed a quantitative correlational design using Confirmatory Factor Analysis (CFA). Data were collected through a mathematical computation test consisting of eight essay items and an academic self-concept questionnaire administered to 200 senior high school students in Bogor Regency. The results indicated a good model fit, as reflected by the fit indices (CFI = 0.994, TLI = 0.992, and RMSEA = 0.0463). Academic self-concept was significantly associated with mathematical computation, with a correlation coefficient of 0.37. The mathematical computation construct demonstrated strong reliability and validity (CA = 0.923, CR = 0.929, AVE = 0.781), with abstraction as the most dominant factor (0.917). Meanwhile, the academic self-concept construct showed CA = 0.968, CR = 0.977, and AVE = 0.889, with self-confidence identified as the most dominant factor (0.964). These findings indicate that students’ self-confidence plays a crucial role in supporting abstraction in mathematical computation. Therefore, it is recommended that mathematics instruction should emphasize learning activities that strengthen students’ academic self-confidence and promote abstraction skills to improve mathematical problem-solving performance.
PELATIHAN PENDEKATAN DEEP LEARNING DALAM PEMBELAJARAN IPA BAGI KOMUNITAS BELAJAR MGMP IPA KABUPATEN PURWAKARTA Budiman, Indra; Sari, Rika Mulyati Mustika; Roesdiana, Lessa
J-ABDI: Jurnal Pengabdian kepada Masyarakat Vol. 5 No. 10 (2026): Maret 2026
Publisher : Bajang Institute

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

Abstract

The goal of this community service program is to improve the teaching skills of junior high school science (IPA) teachers by teaching them a deep learning method that fits with the Merdeka Curriculum. The Science Teachers' Professional Learning Community (MGMP IPA) of Purwakarta Regency was the program's partner. The approaches used to put the plan into action included needs analysis, conceptual training, hands-on practice in making instructional materials based on deep learning with the use of artificial intelligence (AI), guided classroom implementation, and reflective evaluation. Data were gathered via pre-test and post-test questionnaires, along with observation sheets evaluating the quality of teaching materials. The findings show that teachers' comprehension of concepts (±75%), teaching skills (±85%), and the quality of instructional materials (±80%) have all improved a lot. Teachers showed that they could create science lessons that are more meaningful, focused on the student, and encourage critical and reflective thinking. The initiative also made it easier for colleges and universities to work together with teachers by creating a lasting learning community. The results imply that AI-assisted deep learning training is a good way to make science teachers more professional, and it could work well in other areas as well.
Rethinking mathematics learning resources: An interpretative phenomenological study of Indonesian mathematics teachers in digital learning contexts Nurhikmayati, Iik; Kuncoro, Krida Singgih; Firliani; Sari, Rika Mulyati Mustika
Jurnal Elemen Vol 12 No 1 (2026): January
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v12i1.33129

Abstract

The rapid expansion of digital technology requires mathematics teachers to integrate diverse learning resources effectively; however, existing studies have largely emphasized resource mapping rather than teachers lived experiences and meaning-making. This study addresses this gap by offering a phenomenological perspective on how teachers interpret learning resources in digital contexts. Using a qualitative interpretive paradigm and Interpretative Phenomenological Analysis (IPA), the study explores Indonesian mathematics teachers’ perceptions of resource utilization. Seventy-five teachers from ten cities participated, a sample size methodologically appropriate for IPA. Data were collected through semi-structured open-ended questionnaires and analyzed using IPA procedures. Findings indicate that although teachers increasingly access internet-based resources, textbooks remain the primary instructional reference due to their perceived curricular coherence. Worksheets are considered the most effective resource because they promote structured reasoning, contextual problem-solving, and explicit cognitive engagement, thereby supporting deeper conceptual understanding. These findings align with broader debates in Digital Pedagogy that emphasize pedagogical coherence over technology-driven instruction. Despite ample resources, utilization is constrained by limited digital pedagogical competence and recurring technical challenges. This study contributes by foregrounding teachers’ meaning-making and informing professional development and resource design.
Co-Authors Abidah, Iffah Aini, Indrie Noor Ardiyanti, Yusi Aziza, Asya Khaula Bambang Avip Barkah, Siti Chandra Zuliady Dadang Fakhruddin Dadang Fakhruddin Dadang Juandi Dewi Nur, Iyan Rosita Dori Lukman Hakim Effendi, Kiki Nia Sania firliani Ginda M.A.Siregar Haerudin Hanifah Nurus Sopiany Hanifah Sopiany HASAN, IBRAHIM Hendra Kartika, Hendra Iik Nurhikmayati, Iik Ika Yunitasari Indra Budiman Irena Puji Luritawaty Jarnawi Afgani Dahlan Juniantika, Muhammad Ikhsan Juniantika, Muhammad Ikhsan Karina Chintya Lestari Kossahdasabitah, Annisaa Krida Singgih Kuncoro Latifah Tazkiyatunnisa Lessa Roesdiana Mochammad Imron Awalludin Muhijah, Iim Nanang Priatna Nur, Iyan Rosita Dewi Nurtiana, Nadya Nurul Isnani Setyaningrum Pratiwi, Tarizka Ozzi Rafiq Zulkarnaen Rahman, Ratu Firdausi Rahmat Iqbal Roesdiana, Lessa Safitri, Ajeng Dwiyani Sahira, Adinda Saripudin Saripudin Sartika, Nenden Suciyati SENDI FAUZAN Sopiany, Hanifah Sopiyani, Hanifah Nurus Suheni, Eni Yadav, Dharmendra Kumar Zulnaidi, Hutkemri