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Ariyadi Wijaya

Universitas Negeri Yogyakarta

Author-ID : 417171

Religion Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Library & Information Science Mathematics Social Sciences Other

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The Effect of Self-Efficacy on Students’ Mathematical Abilities: A Meta- Analysis Study Marwa Astriani Kamsurya; Ariyadi Wijaya; Rahmi Ramadhani; Julham Hukom
Jurnal Pendidikan Progresif Vol 12, No 2 (2022): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

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Objective: This study investigates the effect of diei efficacy on students' mathematical abilities. Methods: The research design used in this study is a meta-analysis by analyzing 16 studies published in journals indexed by SCOPUS with a sample of 73935 people in various countries. To support the accuracy of the analysis results, OpenMEE software is used. Findings: The results revealed that the combined effect size values generated using the random-effect model estimate were (g = 0.518; p < 0.001) with a standard error (SE = 0.031). This effect size belongs to the medium effect category. Conclusion: Thus, it can be concluded that self-efficacy has a positive and significant effect on students' mathematical abilities.Keywords: mathematics ability, self-efficacy, and meta-analysis.DOI: http://dx.doi.org/10.23960/jpp.v12.i2.202205

Pengembangan Video Animasi Melalui CapCut Berbasis Model Pembelajaran Metakognisi Kolaboratif pada Konten Fenomena Pertumbuhan untuk Meningkatkan Literasi Matematika Maharani, Rizqona; Marsigit, Marsigit; Wijaya, Ariyadi; Muqoddaroh, Fadillatul
Jurnal Tadris Matematika Vol 7 No 2 (2024)
Publisher : Universitas Islam Negeri Sayyid Ali Rahmatullah Tulungagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21274/jtm.2024.7.2.159-174

The research was conducted to improve mathematical literacy skills in the content of the growth phenomenon in class VIII C MTs Miftahul Huda through the development of learning videos based on the collaborative metacognition learning model assisted by CapCut. The research method used is the Research and Development Plomp model through three phases, namely preliminary analysis, prototyping, and assessment. Preliminary analysis produces the need for packaging mathematics learning that can invite students to understand mathematics material easily and solve contextual problems appropriately, so that students' mathematical literacy skills can be improved. Prototyping is carried out by designing a learning video that contains a video opening, problem presentation, problem solving, mathematical concept discovery, and video closing. The assessment was carried out by means of feasibility tests, practicality tests, and learning video effectiveness tests. The results of the video feasibility test from media experts were 0.97 and material experts were 0.97 which stated that they were very valid (feasible). Students rated the videos as very easy to use, useful, engaging, and encouraged metacognitive (practical) activities. Students' mathematical literacy increased in the medium category after using learning videos based on the collaborative metacognition learning model. Students need to get used to building mathematical concepts through contextual problem-solving even though their application takes a relatively long time. On this basis, advanced researchers need to consider the advantages of online learning that provide students with learning flexibility in building their mathematical understanding.

A learning trajectory for probability: A case of game-based learning Wijaya, Ariyadi; Elmaini; Doorman, Michiel
Journal on Mathematics Education Vol. 12 No. 1 (2021): Journal on Mathematics Education
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

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This research is aimed to describe a learning trajectory for probability through game-based learning. The research employed design research consisting of three stages: preparing for the experiment, design experiment, and retrospective analysis. A hypothetical learning trajectory (HLT) using Sudoku and Snake-and-ladder games was developed by collecting data through documentation, interviews, and classroom observations. The HLT was implemented in the classroom to investigate students’ actual learning trajectory. The results of this research indicate that the games helped students understand the concept of probability. The learning trajectory for probability based on game-based learning is seen from the perspective of four levels of emergent modeling. In the first level – ‘situational level’ – Sudoku and Ladder-and-Snake games were played by students. The second level is the ‘referential level’ where the rules of the games were used as a starting point to learn the concept of probability. Communication during game playing stimulated students' knowledge about random events, sample spaces, sample points, and events. At the third level – ‘general level’ – students used tree and table diagrams to generalize possible outcomes of an experiment and develop an understanding of sample spaces and sample points. Lastly, at the ‘formal level’ students developed their informal knowledge into formal concepts of probabilities.

Comparing model-building process: A model prospective teachers used in interpreting students’ mathematical thinking Sapti, Mujiyem; Purwanto; Irawan, Edy Bambang; As’ari, Abdur Rahman; Sa’dijah, Cholis; Susiswo; Wijaya, Ariyadi
Journal on Mathematics Education Vol. 10 No. 2 (2019): Journal on Mathematics Education
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

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Mathematical thinking is an important aspect of mathematics education and, therefore, also needs to be understood by prospective teachers. Prospective teachers should have the ability to analyze and interpret students’ mathematical thinking. Comparing model is one of the interpretation models from Wilson, Lee, and Hollebrands. This article will describe the prospective teacher used the model of the building process in interpretation students' mathematical thinking. Subjects selected by considering them in following the students’ strategies in solving the Building Construction Problem. Comparing model is a model of interpretation in which a person interprets student thinking based on student work. There are two types comparing model building process prospective teacher use in interpreting students’ mathematical thinking ie. comparing work and comparing knowledge. In comparing works, prospective teachers use an external representation rubric. This is used to analyze student activities in order to provide an interpretation that is comparing the work of students with their own work. In comparing knowledge, prospective teachers use internal representation rubrics to provide interpretation by comparing the students' work with their knowledge or thought.

Diagnosing students’ learning difficulties in the eyes of Indonesian mathematics teachers Wijaya, Ariyadi; Retnawati, Heri; Setyaningrum, Wahyu; Aoyama, Kazuhiro; Sugiman
Journal on Mathematics Education Vol. 10 No. 3 (2019): Journal on Mathematics Education
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

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Teachers’ diagnostic practice on students-difficulties is one of the important steps in designing and managing classroom lessons. The purpose of this study was to explore teachers’ perception and practices regarding diagnosing students’ learning difficulties. The participants of the study were 28 Indonesian mathematics teachers of Junior High School. The data was collected through a Focus Group Discussion and a teacher questionnaire. The data were analyzed qualitatively to describe how the teachers perceive learning difficulties and how the teachers diagnosed students’ learning difficulties. The results of the analysis reveal that the teachers do not yet perform an in-depth diagnosis of students’ difficulties in learning mathematics. The teachers only focus on the mathematics topics and non-mathematical issues, instead of on students’ thinking process. The teachers also do not differentiate the diagnosis, evaluation, and prediction test. With regard to the strategies used by the teachers to diagnose students’ difficulties, analyzing students’ responses to tests was the majority. In this respect, observing students’ learning process during classroom activities is rarely done by the teachers in the purpose of diagnosing students’ learning difficulties. The results of the diagnosis are mainly used as the basis for remedial and drill and practices. The results imply that more support is needed for teachers to improve their competences particularly in diagnosing students’ thinking process difficulties when learning mathematics.

Integrating Congruence Geometry in Strengthening Numeracy Among Junior High School Students: A Case Study Nurhayati, Elis; Abadi , Agus Maman; Wijaya, Ariyadi
International Journal of Geometry Research and Inventions in Education Vol. 2 No. 02 (2025)
Publisher : EDUPEDIA Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/gradient.v2i02.1775

This study examined the effectiveness of integrating congruence geometry into contextual numeracy learning to enhance junior high school students’ mathematical reasoning. A qualitative case study with quantitative support was conducted with 32 eighth-grade students and one mathematics teacher at a public school in West Java, Indonesia. The intervention included eight lessons embedding geometric transformations—reflection, rotation, and translation—into culturally relevant numeracy tasks such as batik and tiling designs. Data were collected through pretests, posttests, classroom observations, and interviews. Results showed a 43% improvement in contextual numeracy indicators and a significant increase in students’ ability to recognize congruent shapes, explain geometric reasoning, and apply transformations to real-life problems (t(31) = 6.42, p < 0.001). Observational and interview data revealed greater engagement, collaboration, and reduced mathematics anxiety. Findings support the four-dimensional numeracy framework (Goos et al., 2014) and Battista’s theory of geometric reasoning (2007), emphasizing that contextual and culturally grounded tasks foster conceptual understanding and motivation. The study concludes that contextualized geometry-based numeracy instruction effectively promotes students’ understanding, transfer of learning, and confidence, offering implications for developing culturally responsive mathematics curricula.

PENGARUH MODEL PEMBELAJARAN TEAMS GAMES TOURNAMENT TERHADAP DISPOSISI MATEMATIS SISWA KELAS XI KKO SMAN 1 SEWON Safira, Silvie; Wijaya, Ariyadi
Jurnal Pedagogi Matematika Vol 11, No 2 (2025): Jurnal Pedagogi Matematika
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpm.v11i2.19627

Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran kooperatif tipe Teams Games Tournament terhadap disposisi matematis pada siswa kelas XI KKO SMA Negeri 1 Sewon. Jenis penelitian ini penelitian eksperimen semu yang didesain dalam The Non-equivalent Pretest Posttest Control Group Design, dilakukan pada siswa kelas XI KKO SMA Negeri 1 Sewon, kelas XI IPS 4 sebagai kelas kontrol menggunakan model konvensional dan kelas XI MIPA 6 sebagai kelas eksperimen menggunakan model Teams Games Tournament. Instrumen penelitian berupa lembar observasi keterlaksanaan pembelajaran oleh guru, lembar angket awal dan akhir disposisi matematis, serta dokumen hasil belajar. Uji statistic yang digunakan yaitu independent sample t-test. Berdasarkan hasil uji hipotesis menggunakan taraf signifikansi 5% menunjukkan bahwa model pembelajaran tipe Teams Games Tournament berpengaruh positif terhadap disposisi matematis siswa kelas XI KKO.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21274/jtm.2024.7.2.159-174

Microteaching Frequency and the Development of Teaching Skills and Pedagogical Content Knowledge among Prospective Mathematics Teachers Rosnawati, Raden; Wijaya, Ariyadi; Tuharto, Tuharto; Caturiyati, Caturiyati; Santos, Mariano Dos
Jurnal Pendidikan MIPA Vol 26, No 4 (2025): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpmipa.v26i4.pp2124-2138

The teaching skills developed by prospective teachers are often repeated in different situations. Therefore, the optimal frequency of microteaching practices may influence both teaching skills and pedagogical content knowledge. This study used a cross-sectional design to compare teaching skills and pedagogical content knowledge among groups based on the frequency of microteaching practices conducted by prospective mathematics teachers. A total of 79 students were randomly selected from three universities in Yogyakarta that implemented microteaching with varying frequencies. These frequencies were classified into four categories: once, twice, three times, and more than three times. Teaching skills were assessed using observation sheets that outlined aspects such as explaining skills, asking questions, providing guidance, providing reinforcement, managing whiteboard use, and regulating body movement (non-verbal cues). Pedagogical content knowledge was measured using a test instrument. Data were analyzed using descriptive statistics and a one-way ANOVA test. The results showed that the frequency of practice has a different impact on teaching skills and pedagogical content knowledge. Prospective teachers who practiced microteaching more than three times significantly differed in their explaining skills, while their providing reinforcement differed significantly from those who practiced at least three times. Conversely, prospective teachers who practiced twice performed similar levels of skill in asking questions, whiteboard management, and regulating body movement compared to those who practiced more frequently. Pedagogical content knowledge of prospective teachers who practiced more than three times was significantly higher than that of those who practiced three or fewer times. These findings suggest that universities should carefully regulate the frequency of microteaching practices to optimize students' teaching skills and pedagogical content knowledge in mathematics education for those who aspire to become effective mathematics teachers. These findings suggest that universities should carefully regulate the frequency of microteaching practices to optimize students' teaching skills and pedagogical content knowledge in mathematics education students who aspire to become effective mathematics teachers. Keywords: teaching skills, microteaching, mathematics.

Perangkat Realistic Mathematics Education Berbantuan Teknologi yang Berorientasi pada Kemampuan Numerasi dan Rasa Ingin Tahu Andini, Anggia Dwi; Wijaya, Ariyadi
Jurnal Pendidikan Matematika dan Sains Vol. 13 No. Special_issue (2025): Integrasi Pendidikan Matematika dan Sains dalam Mendukung Sustaina
Publisher : Faculty of Mathematics and Natural Sciences, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpms.v13iSpecial_issue.89849

Penelitian ini bertujuan mengembangkan perangkat pembelajaran berbasis Realistic Mathematics Education (RME) berbantuan teknologi yang berorientasi pada kemampuan numerasi dan rasa ingin tahu siswa SMK, serta mendeskripsikan kualitasnya berdasarkan kriteria valid, praktis, dan efektif. Penelitian ini menggunakan model pengembangan ADDIE yang meliputi tahapan Analysis, Design, Development, Implementation, dan Evaluation. Subjek penelitian adalah 16 siswa kelas XI Teknik Konstruksi dan Perumahan SMK Negeri di Semarang. Hasil penelitian menunjukkan perangkat pembelajaran yang dihasilkan menampakkan tahapan RME serta indikator numerasi dan rasa ingin tahu. Penilaian validitas memenuhi kriteria sangat valid, dengan skor 109 untuk modul ajar dan 74,5 untuk LKPD. Kepraktisan dinilai sangat praktis oleh guru dengan skor 54, dan 87,5% siswa menilai minimal praktis. Keterlaksanaan pembelajaran mencapai rata-rata > 80%. Keefektifan terlihat dari ketuntasan tes numerasi 81,25%, rata-rata nilai 82,4, serta rasa ingin tahu tinggi mencapai 81,25%. Jadi, perangkat pembelajaran memenuhi kriteria valid, praktis, dan efektif dalam meningkatkan kemampuan numerasi dan rasa ingin tahu. Penelitian ini mendukung pencapaian Sustainable Development Goals ke-4.

Co-Authors Abadi , Agus Maman Abdur Rahman As’ari Adawiya, Robiatul Afifah Nur Indah Sari Ai Sadidah Andini, Anggia Dwi Angga Kristiyajati Aoyama, Kazuhiro Aprisal, Aprisal Ardiyaningrum, Martalia Arma Wangsa ARTHUR BAKKER Aryani, Anggi Erna Asri Fauzi Ayu Arfiana Caturiyati Caturiyati Cholis Sa’dijah Diah Ayu Indraningtias Diena Frentika Dyahsih Alin Sholihah Edy Bambang Irawan Eka Zuliana Eki Rahmad Elmaini Elmaini Elmaini Elmaini, Elmaini Ernawati Ernawati Erni Puji Astuti Fanggidae, Janrino Junus Rivaldi Farida Hanum Fevi Rahmawati Suwanto Firdaus, Andi Mulawakkan Gusti Arviana Rahman Habibullah, Habibullah Hajra Yansa Heri Retnawati Heru Tri Novi Rizki Idza Nudia Linnusky Irfan Hilmi Ivan Luthfi Ihwani, Ivan Luthfi Ivone Marlinda Julham Hukom Kazuhiro Aoyama Khasanah Nur Hidayah Lintuman, Aryadi Maria Evarista Oktaviane Barut Barut Marsigit Marsigit Marwa Astriani Kamsurya MICHIEL DOORMAN Michiel Doorman MICHIEL DOORMAN, MICHIEL Mohamad Salam Mujiyem Sapti Mujiyem Sapti Muqoddaroh, Fadillatul Naing, Ince Rezky Neni Ferli Yanti Nindy Fadlila Nurhayati, Elis PAUL DRIJVERS Purwanto Purwanto Purwanto Purwanto Purwanto Putri, Lilis Risma Raden Rosnawati Rahayu Condro Murti Rahma Dewi Indrayanti Rahmi Ramadhani Riawan Yudi Purwoko Rino Richardo Rino Richardo Rizqona Maharani, Rizqona Rosalia Hera Novita Sari Safira, Silvie Salido, Achmad Santos, Mariano Dos Simanjuntak, Sinta Dameria Siti Irene Astuti Dwiningrum Siti Mufidah Suci Pawening Gati Sugiman Sugiman Sugiman Sugiman Sugiman Sugiman Sugiman Susiswo Tista Sugiarti Tuharto, Tuharto Ulfa, Charina Vevi Arini Azizatus Sufaidah Wahyu Setyaningrum Wahyudi, Andi Widi Astuti Winda Nur Akhadya Wiwik Haryanti Yusuf Rahmat Setyawan Zea Zisman Usman

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