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All Journal EDU-MAT: Jurnal Pendidikan Matematika ANARGYA: Jurnal Ilmiah Pendidikan Matematika M A T H L I N E : Jurnal Matematika dan Pendidikan Matematika TRISALA: Jurnal Ilmiah Pendidikan Journal Evaluation in Education (JEE) Unnes Journal of Mathematics Al-Irsyad Journal of Mathematics Education Prosiding Seminar Nasional Pascasarjana Proceeding of International Conference on Science, Education, and Technology JME (Journal of Mathematics Education) Mathema: Jurnal Pendidikan Matematika Eduma : Mathematics Education Learning and Teaching
Isnaini Rosyida
Universitas Negeri Semarang
Education Mathematics Social Sciences Other

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Meta-Synthesis: Problem-Based Learning in Improving Students' Mathematical Problem-Solving Skills Jezlina Hamid; Arief Agoestanto; Scholastika Mariani; Isnaini Rosyida
EduMa: Mathematics education learning and teaching Vol. 14 No. 2 (2025)
Publisher : Jurusan Tadris Matematika UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eduma.v14i2.24025

Abstract

This study aims to analyze and synthesize various research results regarding the application of the Problem-Based Learning (PBL) model in improving students' mathematical problem-solving skills at various levels of education. The approach used is a Systematic Literature Review (SLR) with a qualitative meta-synthesis method based on guidelines (Kitchenham, 2007). The data sources were obtained from ten relevant national and international scientific articles published between 2020 and 2025. The articles used in this study were five accredited national and international journal articles obtained from Publish or Perish and Google Scholar. The meta-synthesis results show that the PBL model consistently has a positive impact on improving mathematical problem-solving skills in various learning contexts. The findings also indicate that PBL contributes to the development of students' critical, reflective, and metacognitive thinking skills. The integration of digital technologies such as GeoGebra and Teachmint has been proven to strengthen the effectiveness of PBL, while a culture-based approach through ethnomathematics increases the contextual relevance of mathematics learning. However, the effectiveness of PBL is influenced by teacher readiness, learning time constraints, and student characteristics. This study confirms that Problem-Based Learning is an effective, adaptive, and contextual learning model for developing students' higher-order thinking skills. These findings are expected to serve as a reference for educators and curriculum developers in designing more collaborative, context-based mathematics learning strategies that are in line with the spirit of the Merdeka Curriculum.
Meta-Analysis: The Effect of The Problem Based Learning Model in Improving Students' Mathematical Literacy Ni’matul Janah; Zaenuri; Scolastika Mariani; Isnaini Rosyida
EduMa: Mathematics education learning and teaching Vol. 14 No. 2 (2025)
Publisher : Jurusan Tadris Matematika UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eduma.v14i2.24032

Abstract

Mathematical literacy is important to help students solve problems in real life, but the achievement of Indonesian students is still low. The Problem Based Learning model is considered effective in improving mathematical literacy because it focuses on solving real problems and student activities. This study aims to analyze the effect of the Problem Based Learning model on improving students' mathematical literacy through a Meta-Analysis approach to five nationally accredited articles published in the 2020-2025 period. Based on the calculation results, the average pretest score was 45.85 and the posttest score was 75.58, so there was an increase after the Problem Based Learning model implementation. The average effect size in the high category, as determined by the effect size computation, was 2. 042. According to the t-test findings, before and after the Problem Based Learning approach was implemented, there was a noticeable change in the average scores of students' mathematical literacy on the pretest and posttest, specifically the calculated t value > t table = 7.530 > 1.656 This study's findings suggest that the issue is Mathematical literacy is significantly enhanced by based learning. However, several studies have shown that success is influenced by grade level and supporting media such as Geogebra and e-LKPD. Therefore, Problem-Based Learning can be a highly effective learning alternative for improving mathematical literacy. Its implementation needs to be continuously developed, taking into account learning design, technology integration, and teacher readiness to ensure optimal and sustainable results.
SYSTEMATIC LITERATURE REVIEW: AN ANALYSIS OF LEARNING MODELS TO IMPROVE STUDENTS' MATHEMATICAL LITERACY Dea Erlita; Isnaini Rosyida; Adi Nur Cahyono
JME (Journal of Mathematics Education) Vol 11, No 1 (2026): JME (Jan - Jun)
Publisher : Universitas Sembilanbelas November Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v11i1.2781

Abstract

The low level of Indonesian students' mathematical literacy remains a major challenge in education, as reflected in various national and international assessment results such as PISA. One effort that can be made to improve students' mathematical literacy is through the implementation of appropriate learning models. This study aims to analyze learning models that have been proven effective in improving students' mathematical literacy skills. The method used is Systematic Literature Review with six stages: formulating research questions, establishing selection criteria, developing a search strategy, study selection, quality assessment, and synthesis of results. Literature search was conducted using the Publish or Perish application based on Google Scholar with a range of years 2016–2026. From the initial 200 articles, 17 articles met the inclusion criteria and passed the Quality Assessment stage. The results show that the most widely used learning models that are proven effective in improving students' mathematical literacy include: Problem Based Learning, Project Based Learning, Discovery Learning, Realistic Mathematics Education, Learning Cycle 7E, inquiry model with scaffolding, Group Investigation, Collaborative Learning, and Accelerated Learning Cycle. These models are effective because they encourage active student involvement, contextualization of real problems, and development of critical thinking skills.
PROBLEM-BASED LEARNING BERBANTUAN E-MODUL DENGAN AUGMENTED REALITY UNTUK MENINGKATKAN LITERASI MATEMATIS SISWA Dea Erlita; Adi Nur Cahyono; Isnaini Rosyida
Al-Irsyad Journal of Mathematics Education Vol 5 No 1 (2026): AL–IRSYAD JOURNAL OF MATHEMATICS EDUCATION
Publisher : Sekolah Tinggi Keguruan dan Ilmu Pendidikan Darud Da'wah Wal Irsyad Pinrang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58917/ijme.v5i1.848

Abstract

Memasuki era society 5.0 kemampuan literasi matematis sangat berperan dalam mengembangkan keterampilan berpikir kritis, pemecahan masalah, dan pengambilan keputusan yang dibutuhkan siswa. Namun, penerapan di lapangan memperlihatkan bahwa kemampuan literasi matematis siswa masih kurang. Upaya untuk meningkatkan literasi matematis dengan menerapkan model Problem-based Learning berbantuan e-modul dengan Augmented Reality. Penelitian ini bertujuan untuk mendesain model pembelajaran Problem-based Learning berbantuan e-modul dengan Augmented Reality dan mengetahui efektivitas penerapan model Problem-based Learning berbantuan e-modul dengan Augmented Reality dalam meningkatkan literasi matematis siswa. Penelitian ini menggunakan design research dengan menggunakan 3 tahap yaitu tahap persiapan eksperimen, tahap pelaksanaan eksperimen, dan tahap analisis retrospektif. Populasi penelitian ini adalah siswa kelas IX SMP Negeri 2 Wonosari Klaten. Sampel penelitian ini adalah siswa kelas IX-C sebagai kelas eksperimen. Teknik pengumpulan data yang digunakan adalah observasi, tes, dan wawancara. Analisis data kuantitatif dilakukan dengan uji peningkatan, dan uji n-gain. Analisis data kualitatif dilakukan dengan reduksi data, penyajian data, dan penarikan simpulan. Hasil penelitian menunjukkan bahwa penerapan Problem-based Learning menggunakan e-modul dengan Augmented Reality terbukti secara signifikan meningkatkan kemampuan literasi matematis siswa kelas IX-C di mana 59,375% siswa mengalami peningkatan pada kriteria tinggi. Penelitian ini berhasil mengembangkan e-modul berbasis Augmented Reality yang meningkatkan literasi matematis siswa.
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.
Meta-Synthesis: The Effect of Problem-Based Learning Model on Students’ Mathematical Connection Ability Syifaa’ Nurhidayah; Putriaji Hendikawati; Scolastika Mariani; Isnaini Rosyida
EduMa: Mathematics education learning and teaching Vol. 14 No. 2 (2025)
Publisher : Jurusan Tadris Matematika UIN Siber Syekh Nurjati Cirebon

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

Abstract

Mathematical connection ability plays a crucial role in enabling students to understand relationships among mathematical concepts, apply mathematical ideas in real-life contexts, and develop higher-order thinking skills. However, evidence from the field indicates that students’ mathematical connection ability remains relatively low due to instructional practices that emphasize procedural mastery rather than conceptual understanding. This study aims to analyze the effect of the Problem-Based Learning (PBL) model on students’ mathematical connection ability through a meta-synthesis approach. The meta-synthesis reviewed six primary research articles selected systematically from Google Scholar, ERIC, and reputable national and international journals published between 2020 and 2025. The findings reveal that PBL consistently enhances students’ mathematical connection ability through contextual problem-solving activities, the use of visual representations and learning media, and collaborative reflection. These results indicate that PBL is an effective instructional model for strengthening students’ mathematical connections in a meaningful and applicable learning environment.
The Influence of STEM Learning Approach on Mathematical Literacy Skills Abdullah Abdullah; Isnarto Isnarto; Scolastika Mariani; Isnaini Rosyida
EduMa: Mathematics education learning and teaching Vol. 14 No. 2 (2025)
Publisher : Jurusan Tadris Matematika UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eduma.v14i2.24750

Abstract

Mathematical literacy is an essential competency that students need to develop in the twenty-first century. However, the 2022 Programme for International Student Assessment (PISA) results indicate that Indonesian students continue to demonstrate relatively low levels of mathematical literacy. Therefore, effective instructional innovations are required to improve this competency, one of which is the Science, Technology, Engineering, and Mathematics (STEM) learning approach. This study aimed to examine the effectiveness of the STEM learning approach in improving students' mathematical literacy through a meta-analysis. Three relevant empirical studies were analyzed. The findings revealed that two studies produced high effect sizes, while one study produced a moderate effect size. The combined effect size was 1.220507, indicating a high overall effect of the STEM learning approach on students' mathematical literacy. Furthermore, the t-test results showed a statistically significant difference between students' pretest and posttest scores. The mean pretest score was 30.15, whereas the mean posttest score increased to 62.59. These findings demonstrate that the STEM learning approach has a significant positive effect on improving students' mathematical literacy.
Meta-Synthesis of Metacognition’s Role in Enhancing Mathematical Critical Thinking Dimas Ghulam Istiqlal; Bambang Eko Susilo; Scolastika Mariani; Isnaini Rosyida
EduMa: Mathematics education learning and teaching Vol. 14 No. 2 (2025)
Publisher : Jurusan Tadris Matematika UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eduma.v14i2.24753

Abstract

This study aims to analyze and synthesize various research findings on the role of metacognition in developing students’ mathematical critical thinking skills. The method employed is a qualitative meta-synthesis using a systematic literature review approach on six published articles from 2020 to 2025 that are relevant to metacognition and critical thinking in mathematics learning. The analysis was conducted through thematic coding and cross-study interpretation to identify patterns, distinctions, and theoretical development directions. The synthesis results indicate that metacognition functions as a regulatory mechanism of intellectual awareness, guiding students to plan, monitor, and evaluate their thinking processes reflectively. The relationship between metacognition and critical thinking is reciprocal and hierarchical: metacognition serves as the foundation for critical thinking, while critical thinking reinforces metacognitive awareness through continuous reflection. These findings highlight a paradigm shift from metacognition as a teaching strategy to metacognition as a cognitive architecture. This study recommends the development of a conceptual model of the metacognitive–critical thinking cycle within mathematics learning contexts that are adaptive to students’ cognitive and cultural characteristics.
Co-Authors Abdullah Abdullah Adi Nur Cahyono Aida Istiqomah Alfauzan Ridho Zulfikri Ardhi Prabowo Arief Agoestanto Asih, Tri Sri Noor Aulia Hurul Aini Bambang Eko Susilo Bayu Murti Suryonegoro Bayu Tri Handoko Charisma Fitra Andriyan Dea Erlita Dimas Ghulam Istiqlal Dwijanto Dwijanto Emi Pujiastuti Erina Nurhalisha Fitrianto Eko Subekti Isnarto Isnarto Isti Hidayah Jezlina Hamid Kristina Wijayanti Mariani Scolastika Muhamad Nurul Huda Mulyono Mulyono Ni’matul Janah Puput Suriyah Putriaji Hendikawati RINI UTAMI Scholastika Mariani Scolastika Mariani St. Budi Waluya Syifaa’ Nurhidayah Ulya Ulfiyati Wardono Wardono Y.L. Sukestiyarno Zaenuri Mastur