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All Journal M A T H L I N E : Jurnal Matematika dan Pendidikan Matematika Journal of Instructional Mathematics TRISALA: Jurnal Ilmiah Pendidikan
Jesika Dwi Putriani
Universitas Sriwijaya
Education Mathematics Social Sciences Other

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PENERAPAN PENDIDIKAN DI ERA REVOLUSI 4.0 Jesika Dwi Putriani
Jurnal Ilmiah Pendidikan TRISALA Vol 7 No 1 (2021): Jurnal Ilmiah Pendidikan TRISALA (April 2021)
Publisher : Dinas Pendidikan Kota Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54211/trisala.v1i19.222

Abstract

Perkembangan revolusi industri hingga memasuki revolusi industri 4.0. Ditandai dengan perpaduan teknologi dan mengaburkan garis ruang fisik, digital, serta biologis. Revolusi industri 4.0 identik dengan disruption, disruptive (ketercerabutan) karena hampir semua ranah kehidupan berkonversi dari manual menuju digital. Sehingga Revolusi ini memiliki kolerasi terhadap pendidikan, pendidikan ini biasa disebut dengan pendidikan di era revolusi 4.0 atau pendidikan 4.0. Pendidikan 4.0 merupakan respons terhadap kebutuhan revolusi industri 4.0 di mana manusia dan teknologi diselaraskan untuk menciptakan peluang-peluang baru dengan kreatif dan inovatif. Maka dari itu, melalui kajian pustaka dan analisis isi, penulis bertujuan untuk menjelaskan penerapan pendidikan di era revolusi 4.0.
Comparative Analysis of Presentation of Set Material in Indonesian and Fijian Mathematics Textbooks Jesika Dwi Putriani; Ely Susanti; Cecil Hiltri Martin
Journal of Instructional Mathematics Vol. 6 No. 1 (2025): Contemporary Perspectives on Mathematics Teaching, Learning, and Technology
Publisher : Pendidikan Matematika STKIP Kusuma Negara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37640/jim.v6i1.2385

Abstract

Textbooks are essential learning tools that significantly influence students' comprehension of mathematical concepts, including the foundational topic of sets. This study aimed to analyze how set materials are presented in Indonesian and Fijian mathematics textbooks, focusing on facts, concepts, principles and errors, cognitive levels, problem-solving, and alignment with the Programme for International Student Assessment (PISA) framework. Using a qualitative descriptive-comparative method, the study examined three textbooks: Indonesia’s KTSP (2011), Merdeka Curriculum (2022), and a Fijian mathematics book. Data were collected through document analysis. The findings revealed distinct presentation approaches: KTSP emphasizes symbols and formal definitions; the Merdeka Curriculum uses real-life contexts; and the Fijian book adopts a simple, visual style. Regarding cognitive levels, KTSP questions are mostly C1–C2, Merdeka Curriculum texkbook includes C4–C5, while Fiji remains at C1–C3. However, all three lack sufficient alignment with PISA question types. In terms of problem-solving, KTSP tends to be procedural, the Merdeka Curriculum is more reflective, and Fiji lacks problem-solving tasks. These findings highlight the need for textbooks to include more contextual and higher-order thinking problems to support students’ mathematical literacy and deeper understanding.
LEARNING DESIGN FOR LINEAR EQUATIONS IN TWO VARIABLES BASED ON THE PMRI APPROACH USING THE GOJEK CONTEXT FOR EIGHTH-GRADE STUDENTS Jesika Dwi Putriani; Zulkardi Zulkardi; Ely Susanti; Meryansumayeka Meryansumayeka
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.v10i2.830

Abstract

This study aims to develop a learning trajectory to stimulate students in solving problems related to the topic of systems of linear equations in two variables (SPLDV), packaged in the form of student activity sheets. This research employs a design research method of the validation study type, consisting of preparing for the experiment, the design experiment, and retrospective analysis. The research was conducted with 37 students from class VIII.1 at SMPN 9 Palembang. Data were collected through documentation, field notes, student activity sheets, and interviews. The collected data were analyzed through data reduction, descriptive presentation, and conclusion drawing. This study resulted in the following learning trajectory: (1) Observing contextual problems related to SPLDV using the GoJek context, specifically the additional bonus for GoCar partners, (2) Students presenting data, including what is known and what is being asked from the problem. (3) Students create possible scenarios for the distances traveled by GoCar partners on weekdays (Monday–Friday) and Saturdays, (4) Students solve the problem, predict alternative solutions, and draw conclusions. The learning trajectory utilizing the GoJek context effectively aids students in understanding and resolving issues related to SPLDV.
Co-Authors Cecil Hiltri Martin Ely Susanti Meryansumayeka Meryansumayeka Zulkardi Zulkardi