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All Journal International Journal of Evaluation and Research in Education (IJERE) Cakrawala Pendidikan Pythagoras: Jurnal Matematika dan Pendidikan Matematika MATEMATIKA Kreano, Jurnal Matematika Kreatif-Inovatif AKSIOMA: Jurnal Program Studi Pendidikan Matematika EDU-MAT: Jurnal Pendidikan Matematika JIPMat (Jurnal Ilmiah Pendidikan Matematika) AKSIOMA Al-Jabar : Jurnal Pendidikan Matematika QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama PRISMA Syntax Literate: Jurnal Ilmiah Indonesia Teorema: Teori dan Riset Matematika Jurnal Cendekia : Jurnal Pendidikan Matematika Jurnal Math Educator Nusantara: Wahana Publikasi Karya Tulis Ilmiah di Bidang Pendidikan Matematika Aptisi Transactions on Technopreneurship (ATT) M A T H L I N E : Jurnal Matematika dan Pendidikan Matematika de Fermat : Jurnal Pendidikan Matematika Imajiner: Jurnal Matematika dan Pendidikan Matematika JPMI (Jurnal Pembelajaran Matematika Inovatif) MATHEMA: JURNAL PENDIDIKAN MATEMATIKA Alifmatika: Jurnal Pendidikan dan Pembelajaran Matematika Range : Jurnal Pendidikan Matematika Jurnal Lebesgue : Jurnal Ilmiah Pendidikan Matematika, Matematika dan Statistika Mosharafa: Jurnal Pendidikan Matematika Jurnal Ilmiah Tarbiyah Umat JagoMIPA: Jurnal Pendidikan Matematika dan IPA Unnes Journal of Mathematics Education Journal of General Education and Humanities JURNAL MUARA PENDIDIKAN Al-Irsyad Journal of Mathematics Education Prosiding Seminar Nasional Pascasarjana Proceeding of International Conference on Science, Education, and Technology International Journal of Trends in Mathematics Education Research (IJTMER) JNPM (Jurnal Nasional Pendidikan Matematika) Tematik: Jurnal Konten Pendidikan Matematika Bersatu: Jurnal Pendidikan Bhinneka Tunggal Ika Jurnal Inovasi Pembelajaran Matematika Hipotenusa: Journal of Mathematical Society The International Journal of Mathematics and Sciences Education Jurnal Pendidikan MIPA Jurnal Pendidikan Progresif Journal of Creativity Student Journal of Computer Science and Technology Application Media Pendidikan Matematika Unnes Journal of Mathematics Education Research
Emi Pujiastuti
Program Studi Magister Pendidikan Matematika, Universitas Negeri Semarang, Jawa Tengah 50229, Indonesia
Religion Arts Humanities Biochemistry, Genetics & Molecular Biology Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Mechanical Engineering Physics Social Sciences Other

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The Pedagogical Role of Verification in Supporting Mathematical Justification within the ACTIVER Learning Model Sri Lestari; Kartono Kartono; Masrukan Masrukan; Emi Pujiastuti
Journal of General Education and Humanities Vol. 5 No. 4 (2026): August
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i4.1963

Abstract

Mathematical justification requires students to examine and defend mathematical claims rather than merely produce correct answers. However, vocational students often experience difficulty constructing defensible mathematical arguments, while verification may be limited to checking final answers. This study examines the pedagogical role of Verify Understanding within ACTIVER, a differentiated mathematical reasoning learning model developed using the ADDIE framework. The broader study was conducted from March 2025 to May 2026. The comparative implementation involved 216 Grade X vocational high school students across six intact classes and was delivered over eight meetings. Quantitative evidence included posttest achievement, mastery proportions, and normalized gain, while implementation evidence was examined in relation to predefined justification indicators. In the limited trial, the ACTIVER group achieved a higher posttest mean than the comparison group (83.86 vs. 64.39), t(70) = 17.232, p < .001, d = 4.06. In the broader trials, experimental means of 84.44 and 85.39 exceeded comparison means of 69.56 and 71.00, respectively (p < .001). Mastery proportions and learning gains consistently favored ACTIVER. Verification provided structured opportunities to examine evidence, respond to critique, and revise mathematical reasoning. Its contribution should nevertheless be interpreted within the integrated ACTIVER sequence rather than as an independently tested intervention.
Effective Learning Models for Enhancing Mathematical Creative Thinking: A Systematic Literature Review Siti Nur Amanah; Emi Pujiastuti; Sugiman Sugiman; S B Waluya
Mosharafa: Jurnal Pendidikan Matematika Vol. 14 No. 2 (2025): April
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v14i2.2564

Abstract

Abstrak Berpikir kreatif matematis (Mathematical Creative Thinking/MCT) merupakan kompetensi penting abad ke-21 yang mencakup kelancaran, keluwesan, elaborasi, dan orisinalitas. Namun, berbagai penelitian menunjukkan bahwa siswa masih mengalami kesulitan dalam mengembangkan kemampuan ini. Penelitian ini bertujuan mengidentifikasi tren model pembelajaran yang digunakan untuk meningkatkan MCT melalui metode Systematic Literature Review (SLR). Data diperoleh dari 6 artikel Scopus dan Publish or Perish (PoP) yang diterbitkan pada 2019–2024, dipilih melalui kriteria inklusi dan eksklusi. Hasil kajian menunjukkan bahwa Project-Based Learning (PjBL) merupakan model yang paling banyak digunakan (2 artikel), sedangkan Problem-Based Learning (PBL), Creative Problem Solving (CPS), Resource-Based Learning (RBL), dan representasi dalam pemecahan masalah matematis masing-masing digunakan dalam 1 artikel. Setiap model berkontribusi pada indikator MCT yang berbeda, sehingga tidak ada satu model yang sepenuhnya unggul. Implikasinya, guru perlu mengombinasikan beberapa pendekatan agar pengembangan MCT siswa lebih optimal. Abstract Mathematical Creative Thinking (MCT) is an essential 21st-century competence that encompasses fluency, flexibility, elaboration, and originality. However, various studies have shown that students still face difficulties in develo ping these abilities. This study aims to identify trends in learning models used to enhance MCT through the Systematic Literature Review (SLR) method. Data were obtained from 6 articles Scopus dan Publish or Perish (PoP) published between 2019 and 2024, selected based on inclusion and exclusion criteria. The findings indicate that Project-Based Learning (PjBL) is the most frequently applied model (2 articles), while Problem-Based Learning (PBL), Creative Problem Solving (CPS), Resource-Based Learning (RBL), and representations in solving mathematical problems were each used in 1 article. Each model contributes to different indicators of MCT, meaning that no single model is entirely superior. The implication is that teachers should integrate multiple approaches to more effectively optimize the development of students’ MCT.
Development of Ethnomathematics-Based Interactive Learning Multimedia with Android Applications on Transformational Geometry Material Nurfaidah; Emi Pujiastuti; Adi Nur Cahyono
Unnes Journal of Mathematics Education Research Vol. 1 No. 1 (2024): Learning Innovation
Publisher : Postgraduate, Universitas Negeri Semarang.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ujmer.v1i1.20836

Abstract

The development of interactive multimedia learning based on ethnomathematics using Android was motivated by the fact that many students were not happy with mathematics subjects, because they considered mathematics difficult and difficult to understand. It is known based on field analysis, one of the causes is that the learning methods used are still conventional, causing monotonous and passive learning. This research aims to develop interactive learning applications to increase student creativity. Learning media was developed in the form of an application equipped with interactive videos in it which is intended for Class IX students. This research uses the development stages of the ADDIE development model (analysis, design, development, implementation, evaluation), as well as learning media quality criteria using three criteria according to Nieveen in 1999, namely that a product developed is said to be of quality if it meets the criteria of valid, practical and effective. The conclusion of this research was obtained from validation which shows that the Bayutrago application is included in the criteria of being very valid and very practical. The average KBKM of students using the Bayutrago application is more than 65, the proportion of classical completeness is more than 75%, the average class that uses the Bayutrago application is more than the average class that does not use the Bayutrago application, the proportion of classes that use the Bayutrago application is more than the classes that do not use the Bayutrago application, and the maximum N-gain and minimum N-Gain values ​​for classes that use the Bayutrago application are more than the maximum N-gain and minimum N-Gain classes that do not use the Bayutrago application.
Mathematical Communication Reviewed from Students' Self-Efficacy in Problem Based Learning Assisted by Google Site Muhammad Ichwan Anshori; Emi Pujiastuti; Nuriana Rachmani Dewi
Unnes Journal of Mathematics Education Research Vol. 2 No. 2 (2024): Learning Innovation
Publisher : Postgraduate, Universitas Negeri Semarang.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ujmer.v2i2.28244

Abstract

Mathematical communication is one of the very important skills possessed by students to support the process of understanding in learning mathematics. However, in fact, the level of students' mathematical communication skills is less than optimal, so quality learning is needed. The purpose of this study was to test the quality of Problem Based Learning model learning by utilizing Google Site on students' mathematical communication skills; to test the influence of students' self-efficacy on mathematical communication skills; and to describe mathematical communication skills in terms of students' self-efficacy. This study used a mixed method of sequential explanatory type. The use of Google Site was applied in this study during the learning process. The results of the study showed that problem-based learning assisted by Google Site was of high quality towards students' mathematical communication skills, as indicated by (1) the results of the validation of learning tools in the good category; (2) the results of learning observations in the good category; (3) effective learning, namely a) the average mathematical communication skills of students in the experimental group reached KBM; b) the proportion of mathematical communication skills completion of students in the experimental group reached classical learning completion of 75%; c) the average mathematical communication ability of students in the experimental group is greater than the average of students in the control group; d) the proportion of mathematical communication ability completion of students in the experimental group is greater than the proportion of students in the control group; e) there is an increase in the mathematical communication ability of students in the experimental group. Self-efficacy of the experimental group has a positive effect on students' mathematical communication skills. Description of mathematical communication skills in terms of high self-efficacy meets all indicators of mathematical communication; students with moderate self-efficacy meet three indicators of mathematical communication; and students with low self-efficacy meet two indicators of mathematical communication.
Analysis of Students’ Mathematical Creative Thinking Abilities Viewed from Adversity Quotient Lailatus Syarifah; Emi Pujiastuti; Tri Sri Noor Asih
Unnes Journal of Mathematics Education Research Vol. 1 No. 1 (2026): Learning Innovation
Publisher : Postgraduate, Universitas Negeri Semarang.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ujmer.v1i1.58835

Abstract

Creative mathematical thinking is the ability that encourages students to discover various solutions for solving math problems, yet its development requires resilience, known as the Adversity Quotient (AQ), categorized into quitter, camper, and climber.  The purpose of this study is to describe students’ mathematical creative thinking abilities in terms of the Adversity Quotient, specifically among students who participate in Creative Problem Solving lessons. This study employs a qualitative approach and is a descriptive study. Data analysis in this study encompassed data reduction, data presentation, and drawing conclusions. The results of this study show that climber students have varying levels of achievement. Although some subjects were able to meet all indicators—namely, fluency, flexibility, originality, and elaboration—some students did not yet meet certain indicators, such as flexibility. Camper students met the fluency indicator. No quitter students were identified in this study. The Adversity Quotient plays a significant role in the development of students’ mathematical creative thinking skills. The higher a student’s resilience in facing difficulties, the greater their ability to find various solutions.
Co-Authors Adi Nur Cahyono Afriyanti, Ice Akmalatul Munawaroh Alif Hazira, Kurnia Vera Alifatul Muyasaroh Amalludin, Subuh Amidi Amidi, Amidi Amin Suyitno Anggun Tri Prabawati Angraeni, Chelsy Ani, Nyree Anintya, Yolanda Astrid Ardhi Prabowo Ary Woro Kurniasih Asih, Tri Sri Noor Bambang Eko Susilo Bambang Eko Susilo Bambang Eko Susilo Budhiharti, Susi Juwita Choifah Choifah Dewi, Arsiana Kusuma Dewi, Heni Lilia Dr. Masrukan, Dr. E. Widiyaningsih Edy Soedjoko Endang Sugiharti, Endang Erin Clariza Br Surbakti Hamidah Hamidah Handayani, Ika Martyana Haryanto, Clarasati Hery Sutarto Ika Martyana Handayani Ilyyana, Kharisma Indah Urwatin Wusqo Iqbal Kharisudin Isnaini Rosyida Isnaini Rosyida, Isnaini Isti Hidayah Jaka Wijaya Kusuma Kartika, Yudha Kristia Kartono , Korkor, Sarah Kristina Wijayanti Kumaralalita, Candrika Kurniati, Ida Wahyu Lailatus Syarifah Lala Nailah Zamnah Lala Nailah Zamnah Lina Lutfiyana Lutfiyana, Lina Makis Setiawan Mariani Scolastika Mariani, Isnaini Rosyida Mariya, Dian Mashuri Mashuri Maulida Nur Muh. Fajar Safaatullah Muh. Sahidun Muh. Sahidun Muhammad Ichwan Anshori Muhammad Iqbal Harisuddin Muhammad Iqbal Harisuddin Muhammad Rifqi Azizi Mulyono Mulyono Mulyono Mulyono Mulyono Mulyono Muslih Hasan Pambudi Najma Fatikasari Nanang Sungkowo Nikmah, Aizzatun Nirwana Zuhaida Nisa', Ziyana Endah Khairun Nuhyal Ulia Nungki Anditiasari Nur Fathaillah Pajrin Nurfaidah Nurfaidah Nurfaidah Nurfaidah Nurfaidah Nuriana Rachmani Dewi Pajrin, Nur Fathaillah Paramitha, Witha Pradinar, Fanindya Dwisetiya Pramesti, Santika Lya Diah Pramesti Pratinuari, Karina Putriaji Hendikawati Rahmawati, Rofiqo Ramiro Santiago Ikhsan Rega Dian Kusuma Rega Dian Kusuma Rezi Ariawan Rina Rahmawati, Rina Rochmad - Rochmad Rochmad S B Waluya Sahidun, Muh sahidunsuhud sahidun Salma Noor Fitria Jati Saodah, Nursaodah Satoto, Seto Scolastika Mariani Scolastika, Mariani Setiawan, Makis Setiyani Siti Nur Amanah Sri Lestari St. Budi Waluya St. Budi Waluya Sugiarto S Sugiman Sugiman Sugiman -, Sugiman Sugiman Sugiman Suhito Suhito Sukestiyarno Sukestiyarno Sukestiyarno Sukestiyarno Sukestiyarno, Yohannes Leonardus Sumliyah Sumliyah, Sumliyah Susanti, Wiwik Susilawati Susilawati Try Suprayo Ulfiyati, Ulya Ulya Ulfiyati Veronica, Rahayu Budhiati Vika Oktoviani Virgonanto, Titis Hari Walid Walid Walid, Walid Wardono Wardono Wardono WIDYANINGRUM, PRIMA SEKAR Wuryanto Wuryanto Yohanes Leonardus Sukestiyarno Zaenuri Mastur Zaenuri Zaenuri Zafrullah, Zafrullah Zainnur Wijayanto Zainnur Wijayanto Zakiri, Ishmah Khairina Zidna Nurus Sakinah