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All Journal JPMS (Jurnal Pendidikan Matematika dan Sains) EKSAKTA : Jurnal Penelitian dan Pembelajaran MIPA Arithmetic : Academic Journal of Math SENADA : Semangat Nasional Dalam MengabdI INTELEKTIUM EDUTECH : Jurnal Inovasi Pendidikan Berbantuan Teknologi Journal of Advanced Sciences and Mathematics Education Jurnal Pengabdian Masyarakat Bhinneka Prosiding Konferensi Nasional Penelitian Matematika dan Pembelajarannya Al-Irsyad Journal of Physics Education Darma Cendekia Jurnal Pengabdian Masyarakat Indonesia (JPMI) COSMOS Jurnal Inovasi dan Teknologi Pendidikan Himpunan: Jurnal Ilmiah Mahasiswa Pendidikan Matematika
Andri Suryana
Universitas Indraprasta PGRI Jakarta
Agriculture, Biological Sciences & Forestry Arts Humanities Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Mathematics Medicine & Pharmacology Physics Public Health Social Sciences Other

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Analisis Kemampuan Literasi Matematis Siswa SMP IT Armaniyah Bekasi ditinjau dari Gaya Belajar Zilfamia, Siti Ayu; Suryana, Andri; Nurdeni, Nurdeni
Jurnal Pendidikan Matematika dan Sains Vol. 11 No. 2 (2023): December 2023
Publisher : Faculty of Mathematics and Natural Sciences, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpms.v11i2.43623

Abstract

Tujuan penelitian ini adalah untuk menganalisis kemampuan literasi matematis siswa kelas VII yang ditinjau dari gaya belajar menggunakan materi operasi hitung bentuk aljabar. Penelitian ini merupakan penelitian kualitatif deskriptif. Subjek penelitian yang diambil adalah siswa SMP IT Armaniyah Bekasi kelas VII A dengan cara purposive sampling. Subjek penelitian berjumlah 28 orang. Pengumpulan data dilakukan melalui observasi, wawancara dan dokumentasi. Hasil penelitian menunjukkan bahwa kemampuan literasi matematis siswa kelas VII A SMP IT Armaniyah berbeda-beda, tergantung dari gaya belajarnya. Dari ketiga jenis gaya belajar, gaya belajar yang memiliki kemampuan literasi matematis paling tinggi adalah gaya belajar kinestetik, sedangkan yang paling rendah adalah gaya belajar visual. Adapun indikator yang lemah terdapat pada indikator membuktikan suatu argumen, yang disebabkan oleh beberapa faktor, diantaranya siswa tidak membaca soal dengan teliti, belum memahami materi yang telah dipelajarkan sebelumnya, dan kurang teliti dalam menghitung rumus.Kata Kunci: Literasi Matematis, gaya belajar, visual, auditorial, kinestetik.
KAJIAN SISTEMATIS: IMPLEMENTASI AI DALAM PENELITIAN PENDIDIKAN SAINS DI ERA PEMBELAJARAN DIGITAL Sangaji, Muhamad; Berliana, Meilysa; Apriliani, Pina; Rijoice, Marissa; Simanungkalit, Rani R; Stiawan, Rino Anthony; Suryana, Andri
EDUTECH : Jurnal Inovasi Pendidikan Berbantuan Teknologi Vol. 5 No. 4 (2025)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/edutech.v5i4.7855

Abstract

The rapid development of artificial intelligence (AI) in the digital learning era has driven significant transformations in science education research, particularly regarding how learning data is analyzed, how concept diagnosis is conducted, and how learning experiences are personalized. This study focuses on mapping the implementation of AI in science education research based on 25 relevant indexed international studies. Using a systematic review approach, articles were analyzed to identify trends, methodologies, contexts of use, and the impact of AI on science learning processes and outcomes. The study results indicate that AI technology in science education is most commonly applied in inquiry-based learning, adaptive learning systems, intelligent tutoring systems, learning analytics, physics misconception detection, automated feedback, augmented reality-based learning, and personalized learning experiences. AI has been shown to improve scientific thinking skills, the accuracy of misconception diagnosis, learning motivation, and the effectiveness of virtual experiments. Meta-findings from 25 sources indicate that the application of AI significantly contributes to improving students' conceptual understanding, scientific argumentation skills, and scientific inquiry performance. However, key challenges identified include teacher readiness, students' AI literacy, infrastructure availability, and the ethical use of learning data. This study concludes that integrating AI into science education research has significant potential to enhance learning quality, but requires sound policy, educator support, and instructional design for optimal and sustainable implementation. ABSTRAK Perkembangan pesat kecerdasan buatan (AI) dalam era pembelajaran digital telah mendorong transformasi signifikan dalam penelitian pendidikan sains, terutama terkait bagaimana data pembelajaran dianalisis, bagaimana diagnosis konsep dilakukan, serta bagaimana pengalaman belajar dipersonalisasi. Kajian ini berfokus pada pemetaan implementasi AI dalam penelitian pendidikan sains berdasarkan 25 studi internasional terindeks yang relevan. Melalui pendekatan kajian sistematis, artikel?artikel dianalisis untuk mengidentifikasi tren, metodologi, konteks penggunaan, serta dampak AI terhadap proses dan hasil belajar sains. Hasil kajian menunjukkan bahwa teknologi AI dalam pendidikan sains paling banyak diterapkan pada pembelajaran berbasis inkuiri, sistem pembelajaran adaptif, intelligent tutoring systems, analitik pembelajaran, deteksi miskonsepsi fisika, umpan balik otomatis, pembelajaran berbasis augmented reality, serta personalisasi pengalaman belajar. AI terbukti meningkatkan keterampilan berpikir ilmiah, akurasi diagnosis miskonsepsi, motivasi belajar, serta efektivitas eksperimen virtual. Meta-temuan dari 25 sumber menunjukkan bahwa penerapan AI memberikan kontribusi signifikan dalam meningkatkan pemahaman konsep, kemampuan argumentasi ilmiah, dan performa penyelidikan ilmiah siswa. Namun, tantangan utama yang ditemukan meliputi kesiapan guru, literasi AI siswa, ketersediaan infrastruktur, serta etika penggunaan data pembelajaran. Kajian ini menyimpulkan bahwa integrasi AI dalam penelitian pendidikan sains sangat potensial memperkuat kualitas pembelajaran, tetapi memerlukan kebijakan, dukungan pendidik, serta desain pembelajaran yang matang agar implementasinya optimal dan berkelanjutan.
INTEGRASI PENDEKATAN STEM DAN STEAM DALAM PEMBELAJARAN MIPA: SYSTEMATIC LITERATURE REVIEW TERHADAP 21 JURNAL INTERNASIONAL & NASIONAL TAHUN 2020–2025 Mawar, Uning Duwi; Hartani, Mukti; Nurmaladewi, Rina; Nurhasanah, Neneng; Handayani, Fitroh; Togatorob, Martahan Bostanglaut; Zulfachri, Zulfachri; Suryana, Andri
Eksakta : Jurnal Penelitian dan Pembelajaran MIPA Vol 11, No 1 (2026): Eksakta : Jurnal Penelitian dan Pembelajaran MIPA
Publisher : Fakultas Keguruan Dan Ilmu Pendidikan, UM-Tapsel

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31604/eksakta.v11i1.%p

Abstract

Pembelajaran berbasis STEM (Science, Technology, Engineering, and Mathematics) dan STEAM (Science, Technology, Engineering, Arts, and Mathematics) telah berkembang sebagai salah satu pendekatan pedagogik yang paling menonjol dalam mendukung pengembangan keterampilan abad ke-21, seperti pemikiran kritis, kreativitas, komunikasi, kolaborasi, dan pemecahan masalah. Kajian ini bertujuan menyintesis berbagai hasil penelitian mengenai implementasi STEM dan STEAM dalam pembelajaran MIPA (Matematika, Ilmu Pengetahuan Alam) melalui metode Systematic Literature Review (SLR) terhadap 21 jurnal nasional dan internasional yang diterbitkan pada periode 2020–2025. Kajian dilakukan dengan menelaah artikel yang membahas model pembelajaran STEM/STEAM, pengembangan bahan ajar, inovasi media, dampaknya terhadap kompetensi kognitif maupun nonkognitif, serta tantangan implementasinya di konteks sekolah dasar hingga sekolah menengah. Hasil review menunjukkan bahwa integrasi STEM/STEAM secara konsisten memberikan kontribusi positif terhadap peningkatan kemampuan berpikir kreatif, berpikir kritis, hasil belajar, pemahaman konsep, kemampuan koneksi matematis, keterampilan proses ilmiah, serta literasi sains dan teknologi siswa. Model pembelajaran yang paling efektif dalam implementasi STEM/STEAM adalah Project-Based Learning (PjBL), Problem-Based Learning (PBL), dan Challenge-Based Learning (CBL). Temuan lain menunjukkan bahwa media inovatif seperti Papan Gekola, animasi berbasis STEAM, modul berbasis proyek, hingga bahan ajar integratif mampu meningkatkan keterlibatan peserta didik. Namun, terdapat tantangan berupa keterbatasan kompetensi guru, kurangnya fasilitas teknologi, serta belum terintegrasinya STEM/STEAM secara eksplisit dalam kebijakan kurikulum nasional. Kajian ini merekomendasikan perlunya pelatihan guru secara berkelanjutan, penguatan kurikulum berbasis interdisipliner, dan penelitian lanjutan tentang integrasi aspek psikologis seperti motivasi dan self-efficacy dalam pembelajaran STEM/STEAM.
Tonal languages as ethnomathematical objects for strengthening graphical representation literacy and advanced mathematical thinking Suryana, Andri; Dinihari, Yulian; Subhan, Mohamed Aidil
Journal of Advanced Sciences and Mathematics Education Vol. 6 No. 1 (2026): Journal of Advanced Sciences and Mathematics Education
Publisher : CV. FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/jasme.v6i1.983

Abstract

Background: Advanced Mathematical Thinking, AMT, is crucial in higher mathematics education, yet many students struggle to read and interpret graphical representations, indicating weak representational literacy. Ethnomathematics offers a culturally grounded bridge between abstract mathematics and meaningful real-world phenomena. Aims: This study aims to explore tonal language pitch as an ethnomathematical object that can be used to strengthen literacy in reading representations and support the development of Advanced Mathematical Thinking, AMT, among mathematics education students. Method: An exploratory qualitative approach with a mini-ethnographic design was used. Data were collected through recordings of native speakers of Thai, Mandarin, and Vietnamese, visualizations of frequency–time curves, and students’ activities in interpreting graphs. Results: Acoustic analysis shows that the pitch contours of the three tonal languages have consistent patterns and can be modeled as constant, linear, quadratic, or sinusoidal functions. The findings indicate that the activity of reading pitch curves helps students understand patterns of change, gradients, extreme points, and relationships between variables more intuitively. Conclusion: Pitch curves derived from cultural phenomena make mathematical graphs more contextual and easier to interpret, thereby strengthening literacy in reading visual representations. In addition, this activity promotes the development of AMT aspects such as structural awareness, the ability to generalize patterns, and making connections.
STUDI LITERATUR: ASESMEN OTENTIK DAN BERBASIS KOMPETENSI DALAM PEMBELAJARAN MIPA Sagara, Komukai Ria; Agustin Hasan, Angga Van; Anggriawan, Dika; Nurjaman, Ginanjar Juang; Kurniawan, Kurniawan; Taufan, Muhammad; Daya, Titis; Suryana, Andri
Jurnal Inovasi dan Teknologi Pendidikan Vol. 4 No. 3 (2026): Jurnal Inovasi dan Teknologi Pendidikan
Publisher : LPPM Universitas Bina Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46306/jurinotep.v4i3.238

Abstract

Science and mathematics (MIPA) learning requires assessments that not only measure cognitive mastery but also higher-order thinking skills, scientific literacy, and 21st-century competencies. This study conducted a literature review of 21 national and international articles (2017–2025) on authentic and competency-based assessments. The reviewed studies employed various research designs, including Classroom Action Research, quasi-experiments, descriptive qualitative studies, and Research and Development. The analysis focused on the effectiveness of assessments in enhancing student engagement, conceptual understanding, scientific literacy, problem-solving, collaboration, and practical skills mastery. Results indicate that authentic and competency-based assessments are effective; however, their success depends on teacher competence, instrument quality, facility readiness, and digital support. Major challenges include the lack of standardized instruments, time constraints, and limited teacher understanding. The findings highlight the need for the development of standardized instruments, digital assessments, large-scale quantitative studies, and comprehensive teacher training to ensure consistent and effective implementation.  
Co-Authors A'ini, Zakiyah Fithah Agustin Hasan, Angga Van Alawiyah, Nita Andani, Chairiah Anggriawan, Dika Apriliani, Pina Ariestiani, Bonita Berliana, Meilysa Burhanudin Burhanudin Daya, Titis Didik Nur Huda Dinihari, Yulian Febri Rismaningsih, Febri Firdaus Budhy Saputro Fita Widiyatun Handayani, Fitroh Hapsari, Fadjriah Hartani, Mukti Hasbullah Herawati, Mirna Kumala, Siti Ayu Kurniawan Kurniawan Mamik Suendarti Mawar, Uning Duwi Maya Nurfitriyanti Muhamad Sangaji, Muhamad Muhammad Taufan Nenden Mulyaningsih, Neng Neneng Hasanah Nurasiah Nurasiah Nurdeni, Nurdeni Nurhayati Nurhayati Nurjaman, Ginanjar Juang Nurmaladewi, Rina Nurrahmah, Arfatin Oom Rohmah Syamsudin Pujiastuti Pujiastuti, Pujiastuti Rachmawati, Ruruh Rijoice, Marissa Sagara, Komukai Ria Setyawati, Dewi Simanungkalit, Rani R Sonny, Micheal Stiawan, Rino Anthony Subhan, Mohamed Aidil Sutrisno, Danang Suyahya, Indra Syafitri, Ayu Syuhardi, Yossi Indrawati Togatorob, Martahan Bostanglaut Wibowo, Arief Nugroho Wulan Anggraeni, Wulan Yayan Sudrajat Zilfamia, Siti Ayu Zulfachri, Zulfachri