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All Journal Jurnal Pendidikan Matematika Jurnal Edukasi Universitas Jember KADIKMA Jurnal Infinity AKSIOMA: Jurnal Program Studi Pendidikan Matematika Prosiding Seminar Matematika dan Pendidikan Matematik EDU-MAT: Jurnal Pendidikan Matematika MaPan : Jurnal Matematika dan Pembelajaran Jurnal Tadris Matematika AXIOM : Jurnal Pendidikan dan Matematika Jurnal Cendekia : Jurnal Pendidikan Matematika Kwangsan: Jurnal Teknologi Pendidikan GAUSS: Jurnal Pendidikan Matematika Mandalika Mathematics and Educations Journal Jurnal Fibonaci: Jurnal Pendidikan Matematika Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Mosharafa: Jurnal Pendidikan Matematika ARITMATIKA: Jurnal Riset Pendidikan Matematika JES-MAT (Jurnal Edukasi dan Sains Matematika) Journal of General Education and Humanities Media Didaktika JNPM (Jurnal Nasional Pendidikan Matematika) Jurnal Intelek Dan Cendikiawan Nusantara Jurnal Infinity Jurnal Didaktik Matematika
Nurcholif Diah Sri Lestari
Departement Of Mathematics Education, University Of Jember
Humanities Education Languange, Linguistic, Communication & Media Mathematics Other

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Problematika Pendidik Dalam Mengimplementasikan Kurikulum Merdeka Sunardi; Erfan Yudianto; Nurcholif Diah Sri Lestari; Andini Luluk Nofitarini; Rima Dwi Oktaviani; nabilatul hafidhoh
Jurnal Intelek Dan Cendikiawan Nusantara Vol. 1 No. 2 (2024): APRIL - MEI 2024
Publisher : PT. Intelek Cendikiawan Nusantara

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Abstract

Most classes in Indonesia are heterogeneous classes, which must be a challenge for educators in implementing this independent curriculum. Therefore, this study aims to describe the probematics of educators in implementing the independent curriculum. This type of research is descriptive qualitative with the subject of 16 educators at the secondary school level in Jember Regency. The instrument used is a questionnaire collected using the questionnaire method with google form media which contains 17 questions. Based on the results of the analysis, it was found that there were problems in implementing the independent curriculum, namely 1) Lack of training on the independent curriculum. 2) Difficulty formulating the flow of learning objectives. 3) Knowing the needs of individual students. 4) Carrying out assessments.
The Thinking Process of Students in Proving Ceva's Theorem in Basic Geometry Course Anisa Widiastuti; Susanto Susanto; Abi Suwito; Dian Kurniati; Nurcholif Diah Sri Lestari
Didaktik Matematika Vol 11, No 2 (2024): OCTOBER 2024
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jdm.v11i2.40451

Abstract

.The thinking process is crucial in identifying students' challenges in formulating logical arguments,particularly when proving geometric concepts such as Ceva's Theorem. This study investigates the cognitive processes of students with high and medium mathematical ability to solve proof problems related to Ceva's Theorem.Adopting a qualitative approach, the research employed a case study design, utilising data collection techniques including tests, interviews, observations, documentation, and triangulation.The research subjects comprised two undergraduate students of Mathematics Education, representing a medium and high mathematical ability category. The research findings revealed that students with high mathematical abilityprogressedthrough assimilation, accommodation, and equilibrium stages in proving Ceva's Theorem. In contrast, students with moderate mathematical ability experienced the disequilibrium phase first beforeadvancing to assimilation, accommodation, and equilibrium. The fundamental difference between these two groups lies in their ability to identify the question posed in the problem andcorrectly identify the theorem to be proved.This research provides valuable insights into the cognitive processes involved in mathematical proof, offering an in-depth understanding of how students approach the proof of Ceva's Theorem.
PENGEMBANGAN MODUL ELEKTRONIK BERBASIS GEOGEBRA BOOK PADA MATERI PERSAMAAN GARIS LURUS UNTUK MELATIH LITERASI DIGITAL SISWA Dhanar Dwi Hary Jatmiko; Nurcholif Diah Sri Lestari
EDU-MAT: Jurnal Pendidikan Matematika Vol 13, No 2 (2025)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/edumat.v13i2.23193

Abstract

Tujuan penelitian ini adalah menghasilkan modul elektronik berbasis GeoGebra Book pada topik persamaan garis lurus yang berfungsi untuk melatih literasi digital siswa yang terkategori valid dan praktis. Penelitian ini tergolong sebagai penelitian pengembangan (R&D) menggunakan model 4-D, namun terbatas sampai tahap pengembangan (develop) karena kendala waktu. Uji coba dilakukan pada siswa kelas VII pada SMPN 1 Panti dan MTs At Taqwa Bondowoso yang masing-masing diambil 1 kelas. Instrumen penelitian mencakup lembar validasi dari ahli media dan ahli materi, serta angket respon siswa. Hasil analisis menunjukkan bahwa pengembangan modul elektronik berbasis GeoGebra Book pada materi persamaan garis lurus memiliki tingkat validitas sangat valid dengan prosentase 95% dan tingkat kepraktisan sangat praktis dengan prosentase sebesar 90,91%. Berdasarkan hasil temuan tersebut, maka modul layak diuji lebih lanjut untuk menilai efektivitasnya dalam meningkatkan kemampuan literasi digital siswa.   Kata kunci: Modul Elektronik, GeoGebra Book,Persamaan Garis Lurus, Literasi Digital. Abstract: The purpose of this study is to develop an electronic module based on GeoGebra Book on the topic of linear equations to train students’ digital literacy skills, categorized as valid and practical. This research is a development study using the 4-D model, but it was limited to the development (develop) stage. The trial subjects were seventh-grade students from SMPN 1 Panti and MTs At-Taqwa Bondowoso, with one class selected from each school. The research instruments consisted of validation sheets for media and material experts, as well as student response questionnaires. The results of the data analysis showed that the electronic module based on GeoGebra Book on the topic of linear equations was categorized as very valid with an average score of 3.87 and very practical with an average student response score of 4.56. Based on these results, the module can be tested further to determine its effectiveness in improving students’ digital literacy skills. Keywords: Electronic Module, GeoGebra Book, Linear Equations, Digital Literacy
for Reorientasi Capaian Pembelajaran Matematika Fase E Menuju Kompetensi Keberlanjutan (Education for Sustainable Development) Intan Wahyuna; Nurcholif Diah Sri Lestari; Rahmadina Dwi Orissa; Devid Rezqi Firmansyah
Mandalika Mathematics and Educations Journal Vol 7 No 4 (2025): Desember
Publisher : FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jm.v7i4.10653

Abstract

This study aims to analyze and reorient the Mathematics Learning Outcomes (Capaian Pembelajaran/CP) of Phase E to align with eight key competencies of Education for Sustainable Development (ESD). Using a modified Krippendorff’s content analysis model with three stages, unitizing, coding, and reorienting, supported by a survey of high school students' perceptions in East Java, the study found that current Mathematics CPs remain largely conceptual-procedural and lack explicit sustainability integration. Nevertheless, each domain shows reorientation potential: Number through contexts of energy efficiency and sustainable resource use; Algebra and Functions through mathematical modeling of sustainability issues such as population growth and carbon emissions; Geometry through environmentally responsive spatial design; and Data and Probability through data literacy and ethical reasoning using environmental data. Survey findings indicate students’ strong cognitive and affective readiness for contextual and sustainability-oriented mathematics learning. Overall, the study highlights the need to shift mathematics education from learning about sustainability toward learning as and for sustainability, positioning mathematics as a tool for systemic, reflective, and ethical reasoning in addressing real-world sustainability challenges.
The analysis of students' ability to solve HOTS problems on the topic of sequences and series according to the Krulik and Rudnick stages Aidha Ristiana Amalia Gayo; Nurcholif Diah Sri Lestari; Ervin Oktavianingtyas; Dinawati Trapsilasiwi; Randi Pratama Murtikusuma
AXIOM : Jurnal Pendidikan dan Matematika Vol 14, No 2 (2025)
Publisher : State Islamic University of North Sumatra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30821/axiom.v14i2.24227

Abstract

This study aimed to analyze the problem-solving abilities of low-performing students in addressing Higher Order Thinking Skills (HOTS) questions on sequences and series based on the stages proposed by Krulik and Rudnick. A descriptive qualitative approach was employed in this research. Thirty senior high school students completed a problem-solving test, from which two students who obtained the lowest scores were purposively selected for in-depth analysis and semi-structured interviews. Data were collected through written tests and interviews and analyzed using Miles' stages of qualitative data analysis. The results indicated that at the read and think stage, students were able to identify relevant information but demonstrated a limited understanding of the relationships among the given data. At the explore and plan stage, students attempted to organize information but encountered difficulties, particularly when dealing with sequence-related problems. At the select a strategy stage, students identified the appropriate formula; however, they showed hesitation in applying it correctly. At the find an answer stage, students performed computational procedures but often produced inaccurate results. Finally, at the reflect and extend stage, students tended to draw conclusions without verifying the correctness of their solutions. Overall, the main difficulties were evident in conceptual understanding, consistency in strategy application, and reflective evaluation.
Culturally Responsive Teaching: Improving Middle School Numeracy in Linear Functions Brigita Wanda Pangestika; Nurcholif Diah Sri Lestari; Antonius Cahya Prihandoko; Dian Kurniati; Abi Suwito
Journal of General Education and Humanities Vol. 5 No. 1 (2026): February
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i1.1024

Abstract

The low level of numeracy skills among junior high school students in linear function topics indicates the need for more contextual and meaningful mathematics instruction. This study explores the integration of Culturally Responsive Teaching (CRT) through the incorporation of local Banyuwangi culture as an instructional context to enhance students’ numeracy skills. Local cultural elements such as the Petik Laut tradition, Kawah Ijen tourism, Osing traditional house architecture, and Banyuwangi community economic activities were embedded in learning modules, student worksheets, and numeracy assessment tasks related to linear functions. Employing a research and development approach with a modified 4D model, this study involved eighth-grade students from a junior high school in Banyuwangi. The results indicate that the CRT-based learning materials grounded in Banyuwangi culture met the criteria of validity, practicality, and effectiveness. Furthermore, the implementation resulted in significant improvements in students’ numeracy skills, as indicated by complete learning mastery and moderate to high n-gain scores. These results suggest that positioning local culture as a source of mathematical contexts within a CRT framework not only enhances students’ understanding of linear functions but also fosters more relevant, meaningful, and culturally connected mathematics learning.
ANALYSIS OF THE MERDEKA CURRICULUM IN MATHEMATICS EDUCATION: ITS RELEVANCE TO STUDENTS’ CRITICAL THINKING SKILLS Eko Yudi Febriyanto; Erfan Yudianto; Dian Kurniati; Nurcholif Diah Sri Lestari
MEDIA DIDAKTIKA Vol. 12 No. 1 (2026): Desember 2025 - Mei 2026
Publisher : LPPM Universitas Islam Darul `Ulum Lamongan

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Abstract

The Merdeka Curriculum provides the foundational framework for reforms in mathematics education, emphasizing adaptability, learner-centered approaches, and the integration of real-life contexts to develop critical thinking abilities. The primary objective of this study is to examine how the Merdeka Curriculum is implemented within mathematics education and to assess its connection with students’ critical thinking skills. A systematic literature review was conducted using the PRISMA methodology, encompassing the phases of identification, screening, eligibility assessment, and final inclusion of articles published between 2021 and 2026. The data, sourced from Google Scholar, were analyzed narratively to uncover implementation patterns, enabling factors, and prevailing obstacles. The findings reveal that the application of the Merdeka Curriculum in mathematics instruction primarily occurs through active learning strategies, including Project-Based Learning, Problem-Based Learning, differentiated instruction, and the utilization of contextual teaching resources such as worksheets and ethnomathematics-based modules. The results further demonstrate an enhancement in students’ critical thinking capabilities, reflected in improved analytical, evaluative, inferential, and problem-solving skills. Nevertheless, successful implementation remains contingent on several factors, namely teachers’ pedagogical preparedness, constraints related to instructional time, and their comprehension of the curriculum’s structure. The discussion highlights that the Merdeka Curriculum holds considerable promise for fostering critical thinking, provided it is accompanied by methodical planning and consistent execution. The study concludes that while the Merdeka Curriculum is both relevant and effective in improving students’ critical thinking in mathematics, it necessitates the reinforcement of teacher competencies and the refinement of classroom implementation practices.
Relevansi Penerapan Model Pembelajaran Terhadap Pelajaran Matematika Berdasarkan Kurikulum Merdeka Khusnul Hotimatus Agustina; Moh. Abqoriyun Nabighul Fahmi; Zulfi Nayyiroh; Erfan Yudianto; Nurcholif Diah Sri Lestari; Sunardi
ARITMATIKA: Jurnal Riset Pendidikan Matematika Vol. 5 No. 1 (2024): ARITMATIKA: Jurnal Riset Pendidikan Matematika
Publisher : Program Studi Tadris Matematika FTIK UIN Kiai Haji Achmad Siddiq Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/aritmatika.v5i1.293

Abstract

Penelitian ini bertujuan untuk mengidentifikasi dan menjelaskan bagaimana relevansi penerapan model pembelajaran terhadap pelajaran matematika dalam Kurikulum Merdeka. Peneliti melakukan wawancara dengan beberapa guru matematika MTsN 1 Jember yang telah menerapkan Kurikulum Merdeka pada siswa kelas 7 dan 8 sejak tahun 2022. Berdasarkan hasil wawancara, informan menyampaikan bahwa di sekolah tersebut telah menggunakan model pembelajaran Problem Based Learning (PBL), Project Based Learning (PJBL) dan Discovery Learning yang disesuaikan dengan karakteristik siswa, sehingga model pembelajaran yang digunakan relevan dengan pembelajaran Kurikulum Merdeka. Kurikulum Merdeka ini salah satu kebijakan baru yang dibuat oleh kementerian pendidikan, tujuannya guna membuat pembelajaran lebih kreatif dan sesuai dengan kebutuhan siswa. Dalam konteks ini, peneliti menggunakan metode penelitian kualitatif deskriptif. Hasil studi menunjukkan bahwa Kurikulum Merdeka memberikan kebebasan dalam menggunakan model pembelajaran saat proses belajar-mengajar berlangsung dan siswa lebih mudah dalam memahami pembelajaran matematika yang disampaikan oleh guru. Kurikulum Merdeka ini juga memberikan lebih banyak fleksibilitas kepada sekolah dalam merancang Kurikulum Merdeka yang berfokus pada pengembangan karakter, peningkatan kreativitas, pemberdayaan sekolah dan persiapan untuk masa depan siswa. Sehingga kurikulum Merdeka memiliki relevansi yang signifikan dalam menghadapi tantangan pendidikan masa kini dan masa depan.
Implementasi Pembelajaran Berdiferensiasi Dalam Kurikulum Merdeka Di SMPN 1 Panti Jember Annisaul Kholida; Dwi Susanti; Moch. Fauzi Jamiludin; Sunardi; Ervan Yudianto; Nurcholif Diah Sri Lestari
ARITMATIKA: Jurnal Riset Pendidikan Matematika Vol. 5 No. 1 (2024): ARITMATIKA: Jurnal Riset Pendidikan Matematika
Publisher : Program Studi Tadris Matematika FTIK UIN Kiai Haji Achmad Siddiq Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/aritmatika.v5i1.294

Abstract

Penelitian ini bertujuan untuk mendeskripsikan hasil temuan terkait implementasi pembelajaran berdiferensiasi dalam kurikulum merdeka di SMPN 1 Panti Jember. Penelitian deskriptif dengan pendekatan kualitatif digunakan. Instrumen yang digunakan yaitu pedoman wawancara tidak terstruktur. Pengumpulan data dilakukan dengan wawancara, hasil kajian, dan buku model pengembangan pembelajaran berdiferensiasi. Analisis data dilakukan menggunakan model analisis Miles, yang terdiri dari tiga tahapan: pengumpulan data, verifikasi, dan pengambilan kesimpulan melalui penelitian dan wawancara yang dilakukan secara menyeluruh. Hasil penelitian: 1. Perencanaan pembelajaran diferensiasi yang dilakukan oleh guru matematika dan IPA dilakukan dengan melakukan asesmen diagnostik kognitif untuk melakukan pemetaan sesuai dengan kebutuhan peserta didik yang kemudian dijadikan acuan dalam merancang perangkat pembelajaran berdiferensiasi. 2. Pelaksanaan pembelajaran berdiferensiasi dilakukan dengan menggunakan aspek konten, proses, dan produk yang berdasar pada gaya belajar peserta didik. 3. Evaluasi dan tindak lanjut dilakukan dengan melakukan refleksi dan sharing dengan pendidik lain dan selalu melakukan perbaikan untuk perangkat pembelajaran berdiferensiasi untuk pertemuan selanjutnya dan melakukan pendalaman materi terkait cara implementasi pembelajaran berdiferensiasi
IMPLEMENTASI PEMBELAJARAN SOSIAL EMOSIONAL (PSE) DALAM KURIKULUM MERDEKA DI MI “UNGGULAN” NURIS Hanifah Rizki Mubarokah; Ivana Gabriella; Nurcholif Diah Sri Lestari; Dian Kurniati; Erfan Yudianto
ARITMATIKA: Jurnal Riset Pendidikan Matematika Vol. 5 No. 2 (2024): ARITMATIKA : Jurnal Riset Pendidikan Matematika
Publisher : Program Studi Tadris Matematika FTIK UIN Kiai Haji Achmad Siddiq Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/aritmatika.v5i2.310

Abstract

Penelitian ini membahas tentang Pembelajaran Sosial Emosional (PSE) yang merupakan proses kolaboratif melibatkan seluruh komunitas sekolah untuk mengembangkan keterampilan sosial dan emosional peserta didik, serta bertujuan untuk menganalisis implementasi PSE Kurikulum Merdeka di MI Unggulan Nuris. Penelitian ini merupakan penelitian deskriptif dengan pendekatan kualitatif. Pengumpulan data dilakukan dengan kajian literatur, dokumentasi, dan wawancara dengan guru yang telah melaksanakan PSE di sekolah. Analisis data dilakukan menggunakan model analisis Miles & Huberman, yang melibatkan tiga tahap utama, yaitu proses pengumpulan data, verifikasi, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa PSE di MI Unggulan Nuris diterapkan melalui kegiatan rutin seperti upacara, salat duha, kebersihan bersama, dan aktivitas berbaris. Selain itu, PSE diintegrasikan dalam proses pembelajaran dengan berbagai teknik seperti pertanyaan pemantik, mindfulness, dan pemilihan model pembelajaran. Temuan ini menunjukkan bahwa PSE dapat membentuk keseimbangan antara kompetensi akademik dan sosial emosional peserta didik sehingga mencetak individu yang memiliki kecerdasan sosial dan emosi yang baik.
Co-Authors Abdillah Putra Maulana Abi Suwito Abi Suwito Afni Nur Rosyidah Ahmad Rif’an Fawaid Aidha Ristiana Amalia Gayo Andini Luluk Nofitarini Anisa Widiastuti Annisaul Kholida Antonius Cahya Prihandoko Any Isroaty Arif Fatahillah Arika Indah Kristiana Banina Firdaus, Banina Brigita Wanda Pangestika Budi Wahyu Agung Pramana D. Dafik Davi Apriandi Devid Rezqi Firmansyah Dian Atika Sofie Dian Kurniati Didik Sugeng Pambudi Dinawati Trapsilasiwi Dwi Susanti Edy Suprapto Eko Yudi Febriyanto Ema Sintia Ramadhani Erfan Yudianto Ervan Yudianto Ervin Oktavianingtyas Faridah Hanim Yahya Fawaid, Ahmad Rif’an Fiqih Nur Hakiki Fitri Annisa Guvinta Rahayu Handariyatul Masruroh Hanifah Rizki Mubarokah Harianto Setiawan, Harianto Inge Wiliandani Setya Putri Intan Wahyuna Ivana Gabriella Jamilatus Sholehah Jatmiko, Dhanar Dwi Hary Karina Cindy Cahyadewi Khusnul Hotimatus Agustina Lioni Anka Monalisa, Lioni Anka Liski Roswita Dinia Maharani Hayuning P. P Maharani Hayuning Pangastuti Pribadi Marheny Lukita Sari Marheny Lukitasari Mega Nirmalasari MS Meilysa Ajeng Kartika Putri Moch. Fauzi Jamiludin Moh. Abqoriyun Nabighul Fahmi Mohamad Fatekurohman nabilatul hafidhoh Nanik Yuliati Percy Sepeng Putri Wulandari Q Qoriatul Rahmadina Dwi Orissa Randi Pratama Murtikusuma Reza Ambarwati Rezqy Ayu Devi Arafah Rima Dwi Oktaviani S Sunardi S Susanto Saddam Hussen Sefi Komariah Sharifah Osman Sunardi Sunardi Sunardi, Sunardi Susanto Susanto Susanto, Susanto Suwarno Suwarno Suwarno Theresia Siska Rikna Sari Titik Sugiarti Wasilatul Murtafiah Zidni Elma Zulfi Nayyiroh