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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 RME-based linear equation lesson oriented to mathematical creative thinking and disposition Yudha, Adinda Salshabilla; Wijaya, Ariyadi
Jurnal Gantang Vol 11 No 1 (2026): Jurnal Gantang
Publisher : Universitas Maritim Raja Ali Haji

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31629/jg.v11i1.7709

Mathematical creative thinking (MCT) is an essential 21st-century competency and is closely related to mathematical disposition (MD). However, both remain underdeveloped due to ineffective instructional designs. This study reports the development and validity of Realistic Mathematics Education (RME)-based instructional materials on one-variable linear equations (O-VLE) for seventh-grade students, integrating MCT and MD simultaneously. The study follows the McKenney and Reeves development research model, consisting of analysis & exploration, design & construction, and evaluation & reflection. The analysis phase revealed that Indonesian junior high school students generally demonstrate low MCT, partly due to weak mathematical disposition and procedural, rote-based algebra instruction. Therefore, meaningful learning was designed using RME with an edutainment context. The instructional materials were developed based on four MCT indicators (fluency, flexibility, originality, and elaboration) and six MD indicators (curiosity, enthusiasm, tenacity, self-confidence, willingness to share, and appreciation of mathematics). Expert judgment confirmed that both the teaching module and student worksheet achieved high validity. Future research will evaluate the practicality and effectiveness of the developed instructional materials through classroom implementation.

Improving junior high school students' critical thinking skills through an ethnomathematics-based problem-based learning model with the teaching at the right level approach Irham Taufiq; Agus Maman Abadi; Ariyadi Wijaya; Istiqomah Istiqomah; Nafi’ah Rahma Utami
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.v4i1.146

Background: Although previous studies have examined ethnomathematics, Problem-Based Learning (PBL), and the Teaching at the Right Level (TaRL) approach separately, empirical evidence on their integrated application in mathematics learning remains scarce. This study addresses this gap by evaluating the effectiveness of an ethnomathematics-based PBL model integrated with the TaRL approach to enhance junior high school students' critical thinking skills. Purpose: This study aims to compare the effectiveness of the ethnomathematics-based Problem-Based Learning (PBL) model integrated with the Teaching at the Right Level (TaRL) approach and the conventional PBL model in improving the critical thinking skills of seventh-grade junior high school students. Method: The study adopted a quantitative quasi-experimental approach and utilized a pretest–posttest control group design. This study employed cluster random sampling because the population consisted of intact seventh-grade classes. Rather than randomly selecting individual students, two existing classes were randomly selected from the population. One class (VII D; n = 28) was assigned as the experimental group, while another class (VII E; n = 29) served as the control group. Data were obtained through pre-intervention and post-intervention tests, observation records, and relevant documentation. To address the research objectives, the data were analyzed using descriptive and inferential statistical procedures, whereas hypothesis testing was performed using the Independent Samples t-test to determine the significance of differences between groups. Findings: Findings: Students taught using the ethnomathematics-based Problem-Based Learning (PBL) model integrated with the Teaching at the Right Level (TaRL) approach obtained a higher mean critical thinking score (M = 49.58) than students taught using the PBL model without ethnomathematics and TaRL (M = 32.64). The difference was statistically significant (p = 0.006) and showed a moderate effect size (Cohen's d = 0.84), indicating that the integrated instructional model was more effective in improving seventh-grade junior high school students' critical thinking skills. The novelty of this study lies in integrating ethnomathematics-based PBL with the TaRL approach into a single instructional framework that combines culturally contextualized mathematics learning with differentiated instruction based on students' learning readiness

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 Irham Taufiq Istiqomah Istiqomah 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 Nafi’ah Rahma Utami 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 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 Syukrul Hamdi Tista Sugiarti Tuharto Tuharto Ulfa, Charina Vevi Arini Azizatus Sufaidah Wahyu Setyaningrum Wahyudi, Andi Widi Astuti Winda Nur Akhadya Wiwik Haryanti Yudha, Adinda Salshabilla Yusuf Rahmat Setyawan Zafrullah, Zafrullah Zea Zisman Usman

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