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Ariyadi Wijaya

(SCOPUS ID: 56427813700) Universitas Negeri Yogyakarta, Yogyakarta

Author-ID : 417171

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

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Designing a Hypothetical Learning Trajectory Based on Investigative Learning Charina Ulfa; Ariyadi Wijaya; Habibullah Habibullah
EduMa: Mathematics education learning and teaching Vol. 10 No. 1 (2021)
Publisher : Jurusan Tadris Matematika UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eduma.v10i1.8024

This research is a design research that aims to design a hypothetical learning trajectory based on investigative learning. This studyâ€™s subjects were students of class VII in a junior high school in Aceh Barat Daya, consisting of 32 students for the pilot experiment and 31 students for the teaching experiment. The selection of research subjects for these two classes used a random sampling technique. The data collection technique were carried out by observation, interview, and documentation. The research data were analyzed using qualitative analysis. This design research model consists of three stages: preparing for the experiment, experimental design, and retrospective analysis. The results showed that the hypothetical learning trajectory based on group investigative learning that has been designed can help students achieve learning goals. The learning trajectories produced in this study are (1) students can find the size of the object on the two sketchs by measuring and making comparisons of the two sketchs object values (the same amount); (2) students can find the form of the ratio from the size of the two sketchs and students can draw the conclusion that from the ratio value can be obtained the scale value; (3) students can determine the ratio of two different quantities of the investigative activity carried out and can write a form of direct proportion; and (4) students can distinguish the form of direct proportion and inverse proportion problemsÂ

Prospective Mathematics Teachers’ Perceptions of the Use of Problem-Based Learning (PBL) Models in Mathematics Learning Nurdalilah Nurdalilah; Ariyadi Wijaya; Elly Arliani
Journal of Mathematics Instruction, Social Research and Opinion Vol. 5 No. 2 (2026): June
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/misro.v5i2.1604

This study examines prospective mathematics teachers’ perceptions of Problem-Based Learning (PBL) in mathematics education, focusing on their understanding of PBL characteristics, the role of problems as learning triggers, and their readiness to implement PBL in future teaching practice. The study addresses the gap between positive perceptions of PBL and pedagogical readiness for inquiry-based mathematics instruction. A mixed-methods approach with a sequential explanatory design was employed. Quantitative data were collected through questionnaires administered to 35 prospective mathematics teachers, while qualitative data were obtained through semi-structured interviews to deepen the interpretation of the quantitative findings. The results indicate that prospective teachers generally hold highly positive perceptions toward PBL, particularly regarding its ability to support critical thinking, collaboration, conceptual understanding, and contextual mathematics learning. Qualitative findings revealed that participants viewed problems in PBL as starting points for conceptual exploration rather than exercises given after instruction. However, participants also identified challenges related to authentic problem design, classroom management, inquiry facilitation, and time allocation. The study highlights the importance of strengthening experiential PBL training, problem design, and facilitation skills in mathematics teacher education programs. Although the limited sample size restricts generalizability, the study contributes to understanding the relationship between perceptions and pedagogical readiness in PBL implementation.

Peningkatan Kemampuan Berpikir Kreatif melalui Pendekatan Pendidikan Matematika Realistik Indonesia pada Materi Lingkaran Amirah; Ariyadi Wijaya
Al-Khwarizmi : Jurnal Pendidikan Matematika dan Ilmu Pengetahuan Alam Vol. 13 No. 2 (2025): Al-Khwarizmi : Jurnal Pendidikan Matematika dan Ilmu Pengetahuan Alam
Publisher : Prodi Pendidikan Matematika FTIK IAIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/jpmipa.v13i2.7129

Abstract: This research aims to improve students' creative thinking skills through the Indonesian Realistic Mathematics Education approach when learning the topic of circles. This study was conducted as a Classroom Action Research, utilizing the Kemmis and McTaggart model and implemented in two cycles. The subjects of the research were 22 eleventh-grade students at a private high school in Yogyakarta. Data were collected using a creative thinking ability test, observation sheets, and teacher interviews. The findings indicate an increase in the students' mean scores from 74.03 in cycle I to 88.08 in cycle II. A significant improvement was observed in the flexibility and elaboration indicators, demonstrating students' capability to employ diverse strategies and articulate ideas in detail. Nevertheless, the originality indicator did not exhibit a comparable increase. This suggests that the IRME approach is effective in developing the majority of students' creative thinking aspects, yet it has not been fully optimized in fostering originality. Abstrak: Penelitian ini bertujuan meningkatkan keterampilan berpikir kreatif siswa dengan pendekatan Pendidikan Matematika Realistik Indonesia (PMRI) pada materi lingkaran. Penelitian ini berupa Penelitian Tindakan Kelas dengan model Kemmis dan McTaggart yang dilaksanakan dua tahap. Subjek penelitian sebanyak 22 siswa kelas XI di salah satu SMA swasta di Yogyakarta. Data dikumpulkan melalui tes kemampuan berpikir kreatif, lembar observasi, dan wawancara guru. Hasil penelitian menunjukkan peningkatan skor rata-rata siswa dari 74,03 di siklus I menjadi 88,08 di siklus II. Peningkatan signifikan berlangsung pada indikator flexibility dan elaboration, yang menunjukkan siswa mampu menggunakan berbagai strategi dan menyampaikan ide secara rinci. Namun, indikator originality tidak menunjukkan peningkatan. Hal ini menyatakan bahwa pendekatan PMRI efektif dalam menumbuhkan sebagian besar aspek berpikir kreatif siswa, tetapi belum sepenuhnya optimal dalam mendorong orisinalitas.

Creativity as Cognitive Ability and Thinking Process: A Narrative Review of Two Interrelated Perspectives Hayatun Nufus; Dhoriva Urwatul Wutsqa; Ariyadi Wijaya; Riyan Hidayat
Jurnal Pendidikan MIPA Vol 27, No 2 (2026): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpmipa.v27i2.pp821-846

The development of 21st-century education demands strengthening mathematical creative thinking as part of higher-order thinking. However, the literature shows a conceptual fragmentation that positions mathematical creativity as both a cognitive process and a measurable ability. This study aims to synthesize and integrate these two perspectives through a systematic literature review (SLR) guided by the PRISMA 2020 guidelines, resulting in a more comprehensive conceptual framework. The review process was carried out through the stages of identification, screening, eligibility, and inclusion of literature from the Scopus database with strict selection criteria. Of 124,278 initial documents, 34 scientific articles were identified that met the criteria for the main unit of analysis. The analysis was conducted through a cross-study conceptual synthesis to identify the characteristics of creativity as a process and an ability, and to examine the relationship between the two. The results of the study indicate that the process approach emphasizes the dynamics of the stages of creative thinking (e.g., preparation, incubation, illumination, and verification). In contrast, the ability approach emphasizes measurable indicators such as fluency, flexibility, originality, and elaboration. The main finding of this study is the development of an integrative conceptual framework of process–ability, which positions mathematical creativity as a multidimensional construct that simultaneously connects cognitive dynamics with measurable performance. The contribution of this study is not only a critical synthesis but also an attempt to offer a new conceptual flowchart that integrates creative thinking as a process and as an ability, and is expected to serve as the basis for developing more holistic learning and assessment designs. The implications of this study indicate the importance of developing assessment instruments that can capture both process and product simultaneously. Thus, this study expands theoretical understanding while providing new methodological directions in mathematics education research and practice. Keywords: creative thinking process, creative thinking ability, mathematics, mathematics education.

Validity and Reliability of Mathematics Motivation Questionnaire Adella Irma Wiyanti; Ariyadi Wijaya
J-PiMat : Jurnal Pendidikan Matematika Vol 8, No 1 (2026): J-PiMat
Publisher : Prodi Pendidikan Matematika STKIP Persada Khatu;istiwa Sintang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31932/j-pimat.v8i1.6339

This study aims to examine the validity and reliability of a mathematics motivation instrument using Microsoft Excel and Winsteps. This study employed a quantitative approach using a survey method. The participants were 136 students from a high school in Jakarta (grade XI) and a high school in Tangerang (grade X). Data analysis was conducted using the Rasch model and Microsoft Excel. The results indicated that 65 respondents exhibited misfit, as they did not satisfy the Outfit Mean Square (MNSQ), Outfit Z-Standard (ZSTD), and Point Measure Correlation (PTMEA-CORR) criteria, based on responses to 19 items. Furthermore, 71 students (52.2%) met the recommended criteria, while 65 students (47.8%) needed to be excluded, Cronbach's alpha (KR-20) value is 0, 90, the person's confidence value is 0.86 and the item's confidence value is 0.93. Furthermore, Validity test results using Microsoft Excel show calculation results of question items showing r_count>r_table where all question items are valid. Then the mathematical motivational instrument is said to be valid and has high reliability which has been verified and tested using the Winsteps and Microsoft Excel.Keyword: Mathematics Motivation; Validity; Reliability.

Bibliometric Analysis of Blended Learning Research Trends: Integrating Cognitive Load Theory and Retrieval Practice Perspectives Alfauzan Ramadhanny Simangunsong; Wahyu Setyaningrum; Elly Arliani; Ariyadi Wijaya
Journal of General Education and Humanities Vol. 5 No. 3 (2026): June
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i3.1436

Blended learning has been widely implemented in education, particularly in response to the rapid development of digital learning environments. However, existing studies predominantly focus on implementation practices and general learning outcomes, while neglecting the cognitive mechanisms that underlie learning effectiveness. This study addresses this gap by analyzing research trends, conceptual structures, and existing research gaps in blended learning through the integration of Cognitive Load Theory and retrieval practice. The objective of this study is to map the development of blended learning research and identify the extent to which cognitive principles have been incorporated into instructional design studies. A bibliometric approach was employed using data retrieved from Scopus and Google Scholar databases covering the period 2020–2025. The data were analyzed using VOSviewer to examine keyword co-occurrence networks, thematic clusters, temporal trends, and research density. The results indicate that blended learning research remains fragmented and largely focused on implementation issues, student engagement, and pandemic-related educational contexts. Although there is a growing interest in theoretical perspectives, the integration of Cognitive Load Theory and retrieval-based learning strategies remains limited. Furthermore, cognitive constructs such as prior knowledge activation, working memory management, and retrieval processes are underrepresented in high-density research clusters, indicating a significant research gap in cognitively grounded instructional design. This study highlights the need for a more structured instructional framework that integrates cognitive principles, particularly through pre-learning interventions that enhance retrieval practice and optimize cognitive load management. The findings contribute to the development of a more theory-driven blended learning model aligned with human cognitive architecture.

ETNOMATEMATIKA: EKSPLORASI KONSEP MATEMATIKA DAN NILAI KARAKTER PADA PERMAINAN TRADISIONAL JAWA GANJILAN Erni Puji Astuti; Farida Hanum; Ariyadi Wijaya; Riawan Yudi Purwoko
AXIOM : Jurnal Pendidikan dan Matematika Vol 11, No 2 (2022)
Publisher : State Islamic University of North Sumatra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30821/axiom.v11i2.12503

Penelitian ini bertujuan untuk mendeskripsikan hasil eksplorasi konsep matematika dan nilai karakter dalam permainan tradisional Jawa Ganjilan. Penelitian ini merupakan penelitian kualitatif dengan pendekatan etnografi. Tahapan etnografi dalam penelitian ini adalah menentukan subjek penelitian, melakukan observasi dan wawancara selama permainan, membuat catatan hasil, dan menganalisis temuan. Pengumpulan data dilakukan melalui studi kepustakaan, video, observasi, dan wawancara mendalam. Teknik analisis data dilakukan dengan reduksi data, penyajian data, dan penarikan kesimpulan. Analisis data dilakukan untuk mengidentifikasi konsep matematika dan nilai karakter yang terdapat dalam permainan tradisional Jawa Ganjilan. Konsep matematika yang ditemukan adalah konsep penjumlahan, konsep pengurangan, konsep perkalian, konsep perbandingan bilangan, konsep pecahan, konsep modal dan hasil, dan konsep untung-rugi. Nilai-nilai yang terkandung dalam permainan tradisional Jawa Ganjilan adalah karakter sabar, mengasah kemampuan emosi, menaati aturan, percaya diri, mandiri, dan sportif. Berdasarkan temuan tersebut, permainan tradisional Jawa Ganjilan dapat dijadikan sebagai sumber belajar matematika dan bermanfaat dalam mengembangkan karakter. AbstractThis study aims to describe the results of the exploration of mathematical concepts and character values in a traditional game known as “Jawa Ganjilan”. This is qualitative research with an ethnographic approach. The ethnographic stages in this study were determining the research subjects, conducting observations and interviews during the game, taking notes on the results, and analyzing the findings. Data collection was carried out through library research, videos, observations, and in-depth interviews. Data analysis techniques were carried out through data reduction, data presentation, and concluding. Data analysis was carried out to identify the mathematical concepts and character values contained in the traditional Javanese odd game. The mathematical concepts found are the concept of addition, the concept of subtraction, the concept of multiplication, the concept of a number comparison, the concept of fractions, the concept of capital and returns, and the concept of profit and loss. The values contained in the traditional Javanese game of oddity are character patience, honing emotional abilities, obeying rules, self-confidence, independence, and sportsmanship. Based on these findings, traditional Javanese odd games can be used as a source of learning mathematics and are useful in developing character.

Microteaching Frequency and the Development of Teaching Skills and Pedagogical Content Knowledge among Prospective Mathematics Teachers Raden Rosnawati; Ariyadi Wijaya; Tuharto Tuharto; Caturiyati Caturiyati; Mariano Dos Santos
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.

I The Impact of Computational Thinking Skills on Mathematics Learning – Systematic Literature Review Adi Janes Ngingi; Ariyadi Wijaya; Fitriana Yuli Saptaningtyas
MATHEMA: JURNAL PENDIDIKAN MATEMATIKA Vol. 8 No. 2 (2026): MATHEMA
Publisher : Universitas Teknokrat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33365/jm.v8i2.2288

The demands of 21st-century education require students to possess higher-order thinking skills, with computational thinking (CT) being one of the core competencies. Although CT is crucial in helping students solve mathematical problems structurally, reality shows that students' CT skills remain moderate, and classroom instructions are predominantly procedural or rote-based. Objective:This study aims to systematically analyze and comprehensively map the impacts and research trends of integrating computational thinking into mathematics learning across various educational levels. Method: This study employed a Systematic Literature Review (SLR) method guided by the PRISMA framework. Literature searching was executed using the Scopus database, filtering for peer-reviewed journal articles, written in English or Indonesian, available in open-access format, and published between 2020 to 2028. Based on strict inclusion and exclusion criteria, the final selected articles were analyzed in-depth using bibliometric analysis and thematic synthesis. Results: The synthesis reveals that integrating CT into mathematics instructions yields significant positive impacts at elementary, junior, and senior high school levels. The core components of CT (decomposition, pattern recognition, abstraction, and algorithmic thinking) effectively enhance students' problem-solving capacities, logical reasoning, creativity, and learning motivation. Furthermore, the deployment of innovative approaches such as game-based learning, the 5E instructional model, TPACK, STEM, ethnomathematics, and digital tools (GeoGebra, Scratch, ChatGPT) consistently reinforces instructional efficacy. Nonetheless, critical challenges emerge, including variations in students' cognitive prior knowledge, constraints in assessment instruments, and teachers' misconceptions that narrow CT down strictly to computer programming or coding activities. Conclusion: The integration of CT serves as a vital bridge to transform mathematics pedagogy into a more explorative and meaningful experience, highlighting the urgent need for continuous teacher professional development and standardized CT assessment tools

Implicit Pedagogical Alignment with van Hiele Theory in Geometry Learning: Teachers’ Understanding, Instructional Practices, and Assessment Nur'aini Muhassanah; Ariyadi Wijaya; Syukrul Hamdi; Heri Retnawati; Wahyu Setyaningrum; Novi Andri Nurcahyono
Indonesian Educational Research Journal Vol. 4 No. 1 (2026): Current trends in education and learning
Publisher : CV. Samuel Manurung and Co

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56773/ierj.v4i1.158

Teachers’ understanding of students’ geometric thinking is essential for designing geometry instruction that supports cognitive development. Although previous studies have demonstrated the effectiveness of van Hiele-based instruction, little is known about how teachers understand and enact its principles in classroom practice. This study explored junior secondary mathematics teachers’ understanding of the van Hiele theory, their perceptions of students’ geometric thinking levels, the instructional strategies they employ, and their assessment practices in geometry learning. A qualitative phenomenological approach was conducted with eleven junior secondary mathematics teachers selected through purposive sampling. Data were collected through semi-structured interviews and analyzed using thematic analysis. The findings indicate that teachers have limited formal understanding of the terminology and hierarchical structure of the van Hiele theory. Nevertheless, they demonstrate implicit pedagogical alignment with its principles through their classroom practices. Teachers were able to identify students’ geometric thinking, particularly at the visualization and analysis levels, and employed concrete and visual representations, exploratory learning, classroom discussion, questioning, and contextual problem-solving to support students’ learning. Assessment practices included oral questioning, written tasks, observations, presentations, and formative assessment, although assessment of higher-order geometric reasoning remained limited. These findings suggest that teachers’ professional experience can foster pedagogical practices consistent with van Hiele’s principles despite limited theoretical mastery. The study contributes empirical evidence of implicit pedagogical alignment and highlights the importance of professional development that integrates teachers’ practical experience with a systematic understanding of geometric thinking.

Co-Authors Abdur Rahman As’ari Adawiya, Robiatul Adella Irma Wiyanti Adi Janes Ngingi Afifah Nur Indah Sari Agus Maman Abadi Ai Sadidah Amirah Andini, Anggia Dwi Angga Kristiyajati Aoyama, Kazuhiro Aprisal Aprisal, Aprisal Ardiyaningrum, Martalia Arma Wangsa ARTHUR BAKKER Aryani, Anggi Erna Asri Fauzi Ayu Arfiana Caturiyati Caturiyati Caturiyati Charina Ulfa Cholis Sa’dijah Dhoriva Urwatul Wutsqa Diah Ayu Indraningtias Diena Frentika Dwi Oktarina, Anisa Dyahsih Alin Sholihah Edy Bambang Irawan Eka Zuliana Eki Rahmad Elly Arliani Elly Arliani Elmaini Elmaini Elmaini Elmaini, Elmaini Ernawati Ernawati Erni Puji Astuti Fadlila, Nindy Fanggidae, Janrino Junus Rivaldi Fani Yunida Anggraheni Farida Hanum Fauzi, Asri Fevi Rahmawati Suwanto Firdaus, Andi Mulawakkan Fitri Yana Fitriana Yuli Saptaningtyas Habibullah Habibullah Habibullah, Habibullah Hajra Yansa Hayatun Nufus Heri Retnawati Heru Tri Novi Rizki Hery Nugroho, Hery Hilmi, Irfan Idza Nudia Linnusky Iman, Asrul Nur Ivan Luthfi Ihwani, Ivan Luthfi Ivone Marlinda Julham Hukom Kamsurya, Marwa Astriani Kazuhiro Aoyama Khasanah Nur Hidayah Khoriatul Muslimah Kismiantini Kismiantini Lintuman, Aryadi Maria Evarista Oktaviane Barut Barut Mariano Dos Santos 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 Novi Andri Nurcahyono Nur'aini Muhassanah Nurdalilah Nurdalilah Nurhayati, Elis PAUL DRIJVERS Puad, Nisrina Fauziyyah Purwanto Purwanto Purwanto Purwanto Purwanto Putri, Lilis Risma Raden Rosnawati Raden Rosnawati Rahayu Condro Murti Rahma Dewi Indrayanti Rahman, Gusti Arviana Rahmawati Suwanto, Fevi Rahmi Ramadhani Rashid, Salman Riawan Yudi Purwoko Rina Febriana Rino Richardo Rino Richardo Riyan Hidayat Rizqona Maharani, Rizqona Rosalia Hera Novita Sari Safira, Silvie Salido, Achmad Simangunsong, Alfauzan Ramadhanny Simanjuntak, Sinta Dameria Siti Irene Astuti D Siti Mufidah Sitti Mutia Umasugi Sofiatun, Isna Suci Pawening Gati Sugiman Sugiman Sugiman Sugiman Sugiman Sugiman Sugiman Sugiman Sugiman Susiswo Suwanto, Fevi Rahmawati Syukrul Hamdi Tista Sugiarti Tuharto Tuharto Ulfa, Charina Vevi Arini Azizatus Sufaidah Wahyu Setyaningrum Wahyudi, Andi Widi Astuti Winda Nur Akhadya Wiwik Haryanti Yusuf Rahmat Setyawan Zafrullah, Zafrullah Zea Zisman Usman

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