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All Journal Pythagoras: Jurnal Matematika dan Pendidikan Matematika Jurnal Sains Dasar Edumatsains Jurnal Pengabdian Masyarakat MIPA dan Pendidikan MIPA Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram JME (Journal of Mathematics Education) Bulletin of Educational Management and Innovation Jurnal Kajian dan Terapan Matematika Jurnal Pedagogi Matematika Riemann : Research of Mathematics and Mathematics Education
Kuswari Hernawati
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Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Earth & Planetary Sciences Education Electrical & Electronics Engineering Energy Engineering Environmental Science Mathematics Physics Other

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Interactive mathematics learning media based on problem-based learning to enhance students' numeracy skills Kuswari Hernawati; Muhammad Irfan; Rofi Amiyani; Fadilla Zahira Jihan Mentari
Bulletin of Educational Management and Innovation Vol. 4 No. 1 (2026): Bulletin of Educational Management and Innovation
Publisher : Rafandha Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56587/bemi.v4i1.126

Abstract

Background: Numeracy skills are one of the essential competencies of the 21st century, but they remain low among Indonesian students, as demonstrated by national assessments and international studies. This situation demands learning innovations that integrate technology and problem-solving-cantered pedagogical approaches. Purpose: This study aims to develop and evaluate interactive mathematics learning media based on Problem-Based Learning (PBL) to improve students' numeracy skills. Method: This study used the Research and Development method with the ADDIE model, which includes analysis, design, development, implementation, and evaluation. The subjects were eighth-grade junior high school students divided into an experimental class and a control class. The research instruments included an expert validation sheet, a student response questionnaire, and a numeracy test. Data analysis was conducted to test the validity, practicality, and effectiveness of the media, and an independent sample t-test was used to examine differences in learning outcomes. Findings: The results indicate that the developed media is highly valid, practical, and effective. Students using the media showed significantly higher improvements in numeracy skills compared to those in the control class. These findings demonstrate that integrating PBL within interactive media provides meaningful learning experiences and enhances students’ ability to apply mathematical concepts in real-life contexts.
Collaborative Learning Model of the PBL Type with a Scientific Approach to Improve Mathematical Problem-Solving Skills and Self-Regulated Learning of Students Risna Amelia; Kuswari Hernawati; Jailani Jailani; Wahyu Setyaningrum
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol. 14 No. 2: April 2026
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v14i2.17840

Abstract

21st-century education requires students to master mathematical problem-solving skills and self-regulated learning (SRL), but these skills remain a challenge for junior high school students in Indonesia. This study aims to examine the impact of implementing a Collaborative Learning Model of the PBL combined with a scientific approach (observing, questioning, reasoning/trying, communicating) on students' mathematical problem-solving skills and SRL. The study used a pre-experimental method with a One-Group Pretest–Posttest design on 31 seventh-grade students at a junior high school in Sleman Regency. Data on problem-solving skills were collected through a 5-item essay test with a maximum theoretical score of 50, while SRL was measured using a Likert scale questionnaire. Inferential analysis used the Wilcoxon signed-rank test for problem-solving skills (the assumption of normality was not met) and the paired sample t-test for SRL. The results showed a significant increase in problem-solving skills from 15.32 to 30.92, with posttest achievement equivalent to 61.84% of the theoretical maximum score. SRL also increased significantly from 121.81 to 122.74, although the mean difference was relatively small compared to the scale range. These findings indicate changes in students’ achievement after the intervention; however, the results should be interpreted cautiously due to the short intervention duration and the limitations of the one-group pretest–posttest design without a control group.
DESIGNING WORKED EXAMPLES TO SUPPORT MATHEMATICAL REASONING IN LEARNING CIRCLE CONCEPTS Fitria Nengsi Puasa; Kuswari Hernawati
JME (Journal of Mathematics Education) Vol 11, No 2 (2026): JME (Jul - Dec)
Publisher : Universitas Sembilanbelas November Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v11i2.2827

Abstract

Students’ reliance on routine procedures and difficulties in understanding abstract geometric concepts highlight the need for instructional designs that support mathematical reasoning. This study aims to construct a worked example design framework that facilitates students’ transition from procedural understanding to mathematical reasoning in learning circles. The study employs a design and development research approach by adapting the Analysis, Design, and Development phases of the ADDIE model. the proposed worked example prototype was validated by two mathematics education experts using an expert validation sheet covering the aspects of material, construction, and language. The design integrates principles of Cognitive Load Theory and indicators of mathematical reasoning to produce a worked example prototype. The development process resulted in a worked example prototype that was validated by two mathematics education experts and deemed feasible for use after revisions. The prototype integrates Cognitive Load Theory principles and mathematical reasoning indicators to support students in recognizing patterns, formulating conjectures, and constructing logical arguments. This is achieved through an integrated presentation that minimizes extraneous cognitive load and the use of self-explanation prompts to encourage active cognitive processing. In addition, structured solution steps and paired problems are used as fading guidance to support the transition from guided learning to independent problem solving. Therefore, this study provides a worked example prototype that can serve as a reference for designing instructional materials to support mathematical reasoning in geometry learning.
Prospective Mathematics Teachers' Readiness for Integrating Artificial Intelligence into Mathematics Learning Kuswari Hernawati; Muhammad Irfan; Rofi Amiyani
Riemann: Research of Mathematics and Mathematics Education Vol. 8 No. 2 (2026): EDISI AGUSTUS
Publisher : Program Studi Pendidikan Matematika Universitas Katolik Santo Agustinus Hippo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38114/riemann.v8i2.235

Abstract

Artificial Intelligence (AI) has emerged as a transformative technology in education, making teacher readiness a critical factor for its successful integration into mathematics learning. This study aimed to examine the readiness of prospective mathematics teachers to integrate AI-based learning media. A quantitative descriptive survey was conducted involving 83 pre-service mathematics teachers who had completed or were enrolled in a microteaching course. Data were collected using a validated questionnaire covering four dimensions of readiness: knowledge, skills, ethics, and collaboration. Descriptive statistical analysis revealed an overall readiness score of 3.8, indicating that participants were generally ready to integrate AI into mathematics instruction. The ethics dimension achieved the highest mean score (4.2, very ready), reflecting strong awareness of responsible AI use. Knowledge (3.8) and skills (3.6) were categorized as ready, while collaboration (3.4) was rated as fairly ready, suggesting the need to strengthen teamwork and communication through AI-supported learning environments. These findings indicate that prospective mathematics teachers possess a solid foundation for AI integration but require further support in pedagogical application and collaborative competence. The study recommends embedding AI literacy, ethical AI practices, and project-based learning experiences into teacher education programs to enhance future teachers' readiness for AI-supported mathematics education.
Co-Authors Afif Rizal Ali Mahmudi Bambang Sumarno Bambang Sumarno Hadi Marwoto Denanda Rifki Herfian Devinta Melati Rosnadewi Devinta Melati Rosnadewi Dwi Putri Erlinda Saraswati Dwi Putri Erlinda Saraswati Emut Emut Ermitasari . Fadilla Zahira Jihan Mentari Fitria Nengsi Puasa Himmawati Puji Lestari Jailani Jailani Khomarudin Fahuzan Khomarudin Fahuzan Moh. Azka Rijal Muhammad Irfan Nisa Fadilah Novalita kusuma Wardhana Nur Hadi Waryanto Nur Insani Nur Insani Nurhadi Waryanto Risna Amelia Rofi Amiyani Rudy Prasetyo Sahid Sahid Satriyo Pambudi Sri Andayani Sugiman Sugiman Sunarsih Wahyu Setyaningrum