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All Journal Kreano, Jurnal Matematika Kreatif-Inovatif Jurnal Pendidikan Matematika RAFA Jurnal Elemen EDU-MAT: Jurnal Pendidikan Matematika JPPM (JURNAL PENELITIAN DAN PEMBELAJARAN MATEMATIKA) AKSIOMA MaPan : Jurnal Matematika dan Pembelajaran Journal of Mathematics and Mathematics Education (JMME) PRISMA 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 JagoMIPA: Jurnal Pendidikan Matematika dan IPA FARABI: Jurnal Matematika dan Pendidikan Matematika ELIPS: Jurnal Pendidikan Matematika ACADEMIA: Jurnal Inovasi Riset Akademik Prosiding Sesiomadika Journal of Mathematics Instruction, Social Research and Opinion Journal of General Education and Humanities International Journal of Didactic Mathematics in Distance Education SJME (Supremum Journal of Mathematics Education)
Rika Mulyati Mustika Sari
Universitas Singaperbangsa Karawang
Religion Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Dentistry Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Neuroscience Nursing Physics Public Health Social Sciences Veterinary Other

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Systematic Literature Review: Penggunaan GeoGebra Terhadap Kemampuan Berpikir Kreatif Peserta Didik Dalam Pembelajaran Matematika Adinda Sahira; Iyan Rosita Dewi Nur; Rika Mulyati Mustika Sari
FARABI: Jurnal Matematika dan Pendidikan Matematika Vol 8 No 1 (2025): FARABI: Jurnal Matematika dan Pendidikan Matematika
Publisher : Program Studi Pendidikan Matematika FKIP UNIVA Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47662/farabi.v8i1.906

Abstract

Learning mathematics today has many variations in learning, one of which is by using GeoGebra Software in learning mathematics. Mathematics in school learning requires the ability to reason, analyze calculations, and imagine in accordance with the ability to think creatively. The purpose of this research is to conduct a literature review related to Creative Thinking Ability in Junior High School Mathematics Learning. The method used in this research is SLR (Systematic Literature Review) on “Use of GeoGebra” and “Creative Thinking Ability” published in the last ten years from sinta and scopus indexed journals in Google Scholar. This study was guided by the Preferred Reporting Items for Systematic Review and Meta-Analysis (PRISMA) which resulted in 14 (fourteen) research articles to be systematically reviewed in 2014-2024 which were selected based on inclusion and exclusion criteria. The results showed that the use of GeoGebra on Creative Thinking Ability in Mathematics Learning was proven to significantly improve the ability of students with the application of learning models or not than conventional learning models.
Analysis of Class X Students' Mathematical Problem-Solving Abilities in Completing Arithmetic Sequences and Series Material Muhammad Ikhsan Juniantika; Rika Mulyati Mustika Sari
Journal of Mathematics and Mathematics Education Vol 14, No 2 (2024): Journal of Mathematics and Mathematics Education (JMME)
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jmme.v14i2.82093

Abstract

This research aims to assess students' mathematical problem-solving abilities regarding arithmetic sequences and series. The research was conducted in one high school of Karawang district, where a total of 35 students were taken from a single class. From the data collected, it was found that 25 students, which accounts for 71.4%, had medium-level mathematical problem-solving abilities, while 5 students, each from the high and low categories, accounted for 14.3% respectively. The researchers selected three students as samples to analyze each indicator of their mathematical problem-solving abilities. The study results indicate that students in the low category have not achieved the indicators of planning and checking again. Students in the medium category have not reached the indicators of checking again, while students in the high category have achieved all the indicators of mathematical problem-solving ability. The average indicator score for all students in the research is 46%, which is still low. 
Designing Learning Trajectories for Nets of Polyhedrons through Simulation-Based PBL Elna Mar'atussholihah; Rika Mulyati Mustika Sari; Kiki Nia Sania Effendi
SJME (Supremum Journal of Mathematics Education) Vol 10 No 2 (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.v10i2.13518

Abstract

Students frequently experience difficulties in learning nets of polyhedrons because they must coordinate two-dimensional representations with three-dimensional objects and mentally anticipate folding processes. This study aimed to develop and refine an empirically grounded learning trajectory for nets of polyhedrons by integrating Problem-Based Learning (PBL), contextual simulation, animated videos, and student worksheets. A design research approach was employed through three phases: preliminary design, teaching experiment, and retrospective analysis. The pilot teaching experiment involved six ninth-grade students representing high, moderate, and low levels of mathematical achievement, while the large-scale implementation involved 28 ninth-grade students in a regular classroom. Data were collected through classroom observations, semi-structured interviews, students’ written work, worksheets, learning outcome tasks, and instructional documentation, and were analyzed by comparing predicted responses in the Hypothetical Learning Trajectory with students’ actual learning processes. The findings showed a progressive development from recognizing familiar packaging patterns to visualizing folding processes, distinguishing valid and invalid nets, analyzing relationships among faces and edges, constructing alternative nets, and communicating mathematical justifications. Animated visualization and contextual simulation helped students connect informal experiences with formal geometric concepts, while collaborative investigation and reflection supported the transition from perceptual judgments to structural reasoning. Retrospective analysis produced a refined eight-stage learning trajectory: gift-shop simulation, activation of prior knowledge, animated visualization, identification of valid and invalid nets, collaborative investigation, alternative net construction, presentation and mathematical justification, and reflection and generalization. The trajectory offers a practical and theoretically informed design for supporting conceptual understanding and spatial visualization, although further scaffolding is needed to strengthen students’ written mathematical communication.
Rethinking mathematics learning resources: An interpretative phenomenological study of Indonesian mathematics teachers in digital learning contexts Iik Nurhikmayati; Krida Singgih Kuncoro; Firliani; Rika Mulyati Mustika Sari
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.
DIGITAL EDUCATIONAL GAMES FOR ENHANCING GEOMETRY PROBLEM-SOLVING SKILLS: A SYSTEMATIC LITERATURE REVIEW Elna Mar’atussholihah; Rika Mulyati Mustika Sari
ACADEMIA: Jurnal Inovasi Riset Akademik Vol. 6 No. 4 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/academia.v6i4.12444

Abstract

Geometry represents a demanding mathematical domain requiring spatial visualization, abstract reasoning, and structured cognitive strategies. This qualitative systematic literature review examines empirical evidence regarding digital educational game implementations for enhancing students' geometry problem-solving skills. Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework, relevant peer-reviewed studies published between 2015 and 2025 were retrieved from major academic databases using targeted keywords. Fourteen empirical articles satisfied the inclusion criteria and were analyzed across game genres, pedagogical designs, and learning outcomes. The synthesis reveals that interactive platforms, visual modeling software, and mobile educational applications foster problem-solving proficiency by supporting dynamic spatial manipulation, algorithmic reasoning, task persistence, and collaborative inquiry. Challenge-driven game mechanics mitigate cognitive overload by translating abstract geometric principles into intuitive exploratory spaces. Consequently, game-based learning serves as an effective instructional methodology for advancing geometric problem-solving competencies. Future educational research must explore adaptive learning architectures, artificial intelligence integration, and tailored scaffolding mechanics to address diverse student aptitudes across spatial domains and longitudinal mathematical development. ABSTRAK Geometri merupakan ranah matematika yang menuntut dan membutuhkan visualisasi spasial, penalaran abstrak, serta strategi kognitif yang terstruktur. Tinjauan pustaka sistematis kualitatif (qualitative systematic literature review) ini mengkaji bukti empiris mengenai implementasi permainan edukasi digital (digital educational games) untuk meningkatkan keterampilan pemecahan masalah (problem-solving skills) geometri siswa. Mengikuti kerangka kerja Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA), studi-studi peer-reviewed relevan yang diterbitkan antara tahun 2015 dan 2025 dikumpulkan dari basis data akademik utama menggunakan kata kunci yang ditargetkan. Sebanyak empat belas artikel empiris memenuhi kriteria inklusi dan dianalisis berdasarkan genre permainan, desain pedagogis, serta capaian pembelajaran. Sintesis ini mengungkapkan bahwa platform interaktif, perangkat lunak pemodelan visual, dan aplikasi edukasi seluler mendorong kemahiran pemecahan masalah dengan mendukung manipulasi spasial dinamis, penalaran algoritmik, ketekunan tugas, dan inkuiri kolaboratif. Mekanika permainan berbasis tantangan (challenge-driven game mechanics) memitigasi beban kognitif berlebih (cognitive overload) dengan menerjemahkan prinsip-prinsip geometri abstrak ke dalam ruang eksplorasi yang intuitif. Akibatnya, pembelajaran berbasis permainan (game-based learning) berfungsi sebagai metodologi instruksional yang efektif untuk memajukan kompetensi pemecahan masalah geometris. Penelitian pendidikan di masa depan harus mengeksplorasi arsitektur pembelajaran adaptif (adaptive learning architectures), integrasi kecerdasan buatan (artificial intelligence), dan mekanika scaffolding yang disesuaikan untuk mengatasi keragaman bakat siswa di seluruh ranah spasial serta perkembangan matematika longitudinal.    
Co-Authors Abidah, Iffah Adinda Sahira Ardiyanti, Yusi Bambang Avip Barkah, Siti Chandra Zuliady Dadang Fakhruddin Dadang Fakhruddin Dadang Juandi Dewi Nur, Iyan Rosita Dori Lukman Hakim Effendi, Kiki Nia Sania Elna Mar'atussholihah Elna Mar’atussholihah firliani Ginda M.A.Siregar Haerudin Hanifah Nurus Sopiany Hanifah Sopiany Hendra Kartika, Hendra Ibrahim Hasan Iik Nurhikmayati Iim Muhijah Ika Yunitasari Indrie Noor Aini Irena Puji Luritawaty Iyan Rosita Dewi Nur Jarnawi Afgani Dahlan Juniantika, Muhammad Ikhsan Juniantika, Muhammad Ikhsan Karina Chintya Lestari Kiki Nia sania Effendi Krida Singgih Kuncoro Latifah Tazkiyatunnisa Lessa Roesdiana Mochammad Imron Awalludin Muhammad Ikhsan Juniantika Nanang Priatna Nenden Suciyati Sartika Nopiyanti Dara Lestari Nur, Iyan Rosita Dewi Nurtiana, Nadya Nurul Isnani Setyaningrum Rafiq Zulkarnaen Rahman, Ratu Firdausi Rahmat Iqbal Roesdiana, Lessa Saeful Hamzah, Karto Safitri, Ajeng Dwiyani Sahira, Adinda Saripudin Saripudin SENDI FAUZAN Sopiany, Hanifah Sopiyani, Hanifah Nurus Suheni, Eni Suryaningsih, Eka Irmas Thiara Ayu Sheila Yadav, Dharmendra Kumar Zulkarnaen, Rapiq Zulnaidi, Hutkemri