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Dyana Wijayanti

Pendidikan Matematika, Universitas Islam Sultan Agung, Semarang, Indonesia.

Author-ID : 417568

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Enhancing Algebraic Reasoning in The Classroom: The Effects of Search, Solve, Create, and Share Strategy Mochamad Abdul Basir; Mohamad Aminudin; Dyana Wijayanti; Herlian Dessi Kusumawati
Hipotenusa: Journal of Mathematical Society Vol. 7 No. 2 (2025): Hipotenusa: Journal of Mathematical Society
Publisher : Program Studi Tadris Matematika Universitas Islam Negeri (UIN) Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/hipotenusa.v7i2.2116

Algebraic reasoning is a fundamental competency in mathematics learning; however, many students experience difficulties in applying algebraic concepts, particularly in quadratic functions. This study aims to enhance students’ algebraic reasoning through the implementation of the SSCS (Search, Solve, Create, and Share) strategy, a structured problem-solving instructional approach that emphasizes systematic exploration, solution development, model construction, and mathematical communication. The study employed a collaborative classroom action research design involving Grade X senior high school students, conducted across two cycles consisting of planning, action, observation, and reflection stages. Students’ algebraic reasoning was assessed using indicators that include pattern recognition, algebraic representation, manipulation of algebraic expressions, and logical justification. Data were collected through algebraic reasoning tests and classroom observation sheets. The findings reveal a substantial improvement in students’ algebraic reasoning abilities, with the mean score increasing from 62.33 in the pre-cycle to 81.25 in Cycle II. Additionally, the percentage of students achieving mastery learning increased from 27.78% to 91.67%. These results indicate that the SSCS strategy effectively supports the development of algebraic reasoning by engaging students in structured problem-solving and reflective mathematical communication.

Augmented Reality Enhanced Inclusive Learning Model (AR-ILM): Supporting Mathematical Literacy Development for Students with Disabilities Ubaidah, Nila; Dyana Wijayanti; Hevy Risqi Maharani; Anggar Titis Prayitno; Muhammad Thoriqul Huda
Hipotenusa: Journal of Mathematical Society Vol. 7 No. 2 (2025): Hipotenusa: Journal of Mathematical Society
Publisher : Program Studi Tadris Matematika Universitas Islam Negeri (UIN) Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/hipotenusa.v7i2.4069

Mathematical literacy plays a vital role in daily life, particularly in identifying, reasoning, communicating, problem-solving, and representing mathematical ideas in real contexts. However, for students with intellectual disabilities, developing mathematical literacy remains a significant challenge. To address this issue, innovative scaffolding through interactive and visual media is required. This study aims to develop NEIMoL media assisted by Augmented Reality (AR) that meets the criteria of validity, practicality, and effectiveness in improving mathematical literacy among students with intellectual disabilities. The research employed Plomp’s (1997) development model, which includes five stages: initial investigation, design, realization, testing and revision, and implementation. Data were collected through expert validation, observations, interviews, questionnaires, and mathematical literacy tests. Instruments included expert validation sheets, teacher and student response questionnaires, and pre-test and post-test assessments. The validation results showed the media to be “Very Valid” with an average score of 4.1 (on a scale of 5). Practicality was rated positively, with a score of 3.7, and both teachers and students expressed favorable responses. Effectiveness was demonstrated through an N-Gain score of 0.7175, categorized as high improvement. These findings indicate that AR-assisted NEIMoL media is valid, practical, and effective in supporting the mathematical literacy of students with intellectual disabilities.

Deskripsi Aspek Kontekstual pada Soal Buku Teks Matematika SMP Kurikulum Merdeka Kelas VII Cahyaningsih, Diah Ayu; Wijayanti, Dyana
JagoMIPA: Jurnal Pendidikan Matematika dan IPA Vol. 6 No. 1 (2026): JagoMIPA: Jurnal Pendidikan Matematika dan IPA
Publisher : Yayasan Pendidikan Bima Berilmu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53299/jagomipa.v6i1.3611

Penelitian ini bertujuan untuk mendeskripsikan dan memetakan gambaran umum aspek kontekstual yang terdapat dalam soal-soal buku teks matematika SMP Kurikulum Merdeka kelas VII. Metode penelitian yang digunakan adalah kualitatif dengan metode studi dokumen. Subjek penelitian berupa soal-soal pada buku teks matematika SMP Kurikulum Merdeka Kelas VII dari Susanto yang diterbitkan oleh Kementerian Pendidikan, Kebudayaan, Riset dan Teknologi Republik Indonesia. Instrumen penelitian berupa kerangka analisis dan penelitian itu sendiri (human instrument). Instrumen analisis yang digunakan dalam penelitian ini berupa indikator aspek kontekstual soal pada buku teks Matematika SMP Kurikulum Merdeka. Teknik analisis data pada penelitian ini menggunakan analisis isi (content analysis) dengan fokus pada analisis soal (problem analisis). Dalam proses analisis, peneliti menggunakan codebook yang berisi pedoman kategorisasi dan kode untuk setiap aspek kontekstual antara lain: RLC, CLH, FF, dan NC. Hasil penelitian dari 821 soal yang dianalisis menunjukkan bahwa tidak ditemukan soal fictional features sama sekali (0,00%) dan cultural, linguistic & historical features hanya muncul 2 soal (0,24%), hal ini menunjukkan bahwa implementasi pembelajaran kontekstual dalam buku teks Kurikulum Merdeka masih terbatas pada konteks kehidupan nyata dan prosedural. Penelitian ini memberikan saran penting bagi guru, penulis buku, dan perancang kurikulum untuk menggunakan prinsip Contextual Teaching and Learning (CTL) dan tujuan Kurikulum Merdeka untuk membuat pembelajaran yang relevan, bermakna, dan dekat dengan pengalaman siswa.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53299/jagomipa.v6i1.3611

Understanding ICT implementation effectiveness in mathematics education: A systematic review Muhammad Shehryar Rao; Dyana Wijayanti; Ousman Bah
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 13 No 4 (2025)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v13i4.21209

The application of Information and Communication Technology (ICT) in mathematics education is indeed transformative, but it produces uneven results, with a significant gap between student engagement levels and their mathematical success. This review aims to explain under which contextual, pedagogical, and institutional conditions ICT integration becomes genuinely effective. This systematic review of 49 empirical studies conducted between 2015 and 2024 critically analyzes the dominant Technological Pedagogical Content Knowledge (TPACK) framework, highlighting its weaknesses in explaining why similar applications produce different results in diverse cultural and socioeconomic environments. Our analysis reveals a crucial “engagement-achievement” paradox, where 84% of studies show increased engagement; however, only 64% reveal corresponding improvements in achievement. These results emphasize that effectiveness is not solely influenced by the level of technological sophistication, but through complex interactions involving depth of implementation, pedagogical appropriateness, cultural relevance, and institutional support. We advocate for a successful framework that combines these multifaceted elements, with a focus on equity and critical pedagogy to ensure that technology functions as a transformative force rather than one that reinforces existing disparities in mathematics education. This review offers evidence-based recommendations for moving beyond uniform strategies toward context-aware and sustainable technology integration. This study contributes theoretically by extending the TPACK discourse with a multidimensional, context-sensitive perspective that integrates equity and critical pedagogy into ICT effectiveness analysis.

The Application of Deep Learning Approaches in Mathematics Learning: A Literature Review Study Salma, Emilia; Wijayanti, Dyana
Mathematics Education Journal Vol. 9 No. 2 (2025): MEJ Vol 9 No.2
Publisher : Department of Mathematics Education University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/mej.v9i2.43853

Mathematics learning often faces challenges such as monotonous and teacher-centered methods, which can reduce student interest and motivation. The Deep Learning approach offers an innovative alternative by positioning students as active subjects in the learning process. This approach emphasizes in-depth understanding through three main pillars: Mindful Learning, Meaningful Learning, and Joyful Learning. The study employed a Systematic Literature Review (SLR) method by analyzing eight empirical articles published between 2021–2025 related to the implementation of the Deep Learning approach in mathematics learning. The finding indicate that the Deep Learning approach can foster in-depth conceptual understanding. In addition, this approach can also improve the quality of learning by making students the main subjects and actively involved during the learning process. This study is expected to provide a comprehensive overview for educators and researchers in designing adaptive and effective mathematics learning in the 21st-century education era.

STUDI KOMPARASI SOAL BERBASIS KEMAMPUAN KONEKSI MATEMATIKA PADA BUKU TEKS SMA KELAS X KURIKULUM 2013 DAN KURIKULUM MERDEKA Fitra Dewi Istiqomah; Dyana Wijayanti
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026 Release
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.46720

Mathematical connection skills are essential competencies that enable students to integrate various mathematical ideas, both internally and in external applications. This study aims to conduct a comparative study of the content of questions based on mathematical connection skills in the 2013 Curriculum (2017 Revised Edition) and the Independent Curriculum (2023 Revised Edition) for Grade X High School Textbooks. The research method used is descriptive quantitative with a content analysis approach to 350 questions. The analysis instrument refers to the NCTM (2000) standard, which has been used in Arina Susanty's 2018 research which includes: (1) connections between topics in mathematics, (2) connections between mathematics and other fields of science, and (3) connections between mathematics and everyday life, with an in-depth analysis of internal connection sub-indicators using the Hatisaru (2023) taxonomy. The analysis results show that there is a very significant difference in proportion between the two curricula, as strengthened by the Chi-Square test with a value of (2) = 26.554 and a significance value of p = <0,001 (p < 0.05). The 2013 Curriculum Textbook is dominated by connections between topics in mathematics by 77.5%, but has limitations in connections between mathematics and other fields of science and everyday life. In contrast, the Merdeka Curriculum Textbook shows a strengthening of connections between mathematics and everyday life by 26.7%. This indicates that the curriculum transition has brought about a change in the orientation of questions to be more applicable.

Pengembangan Modul Berdiferensiasi Berbasis Metode Drill untuk Meningkatkan Pemahaman Konsep Siswa Sekolah Dasar pada Operasi Hitung Perkalian dan Pembagian Oktavia Damayanti; Dyana Wijayanti
Jurnal Karya Pendidikan Matematika Vol 13, No 1 (2026): Jurnal Karya Pendidikan Matematika Volume 13 Nomor 1 Tahun 2026
Publisher : Universitas Muhammadiyah Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26714/jkpm.13.1.2026.73-88

Elementary school students conceptual understanding on multiplication and division operations is still relatively low. We contend that this is convinient to the shortage of learning media that suits students need also the minimal using of effective tecnique. This research was purposelly to established a differentiated module based towards the drill method to rectify students conceptual understanding of multiplication and division. The method was using research also is research and expansion with the ADDIE development model: analysis, design, development, implementation, and evaluation. The subjects this research were grade III students of public elementary schools in Klaten district, Central Java who were grouped into low and medium categories. The yields this reseach was shown that developed module named valid and very valid with a validity score 90% based on material experts and 90,67% according to media experts. Practicality released the criteria of very practical with a student response score of 94.17% and a teacher response of 95%. Additionally, the drill method using developed modul was effective for both groups students.

Co-Authors Adelia Febby Indriana Ahmad Lutfi Ahmad Lutfi AHMAD LUTFI Aida Azizah Aisyah Cheren Laurensa Akbar Muntoha Gufron Andriyani, Zuni Dwi Anggar Titis Prayitno Anisa Septyarini Ari Widiastuti Arosi, Jaesi Aulia Asyah, Annabel Noor Asyhari Asyhari, Asyhari Basir, Abdul Basir, M. Abdul Basir, Mochamad Abdul Cahyani Ayu Anggreini Cahyaningsih, Diah Ayu Chunyu Ji Dewi, Fatimah Candrawati Diana Lutfiah Nur Ramadhani Dina Noviyanti Dina, Wahyu Farrah Dora Anggraini Endang Rahayu Ningsih Evi Chamalah Fatikha Hanum Islahia Fatimah Candrawati Dewi Fatmawati, Naini Fitra Dewi Istiqomah Gufron, Akbar Muntoha Herlian Dessi Kusumawati Hevy Riski Maharani Hevy Rizqi Maharani Imam Kusmaryono Ji, Chunyu Karim, Gina Silvia Lail, Ibnu Jamalul Lailya Nur Oktaviani Leli Nisfi Setiana Lukmana Alfian Candra M. Abdul Basir Maeliyastuti Mafatihatur R. Maeliyastuti Mafatihatur Rizqi Maharani, Hevy Risqi Maharani, Hevy Rizqi Mayana Agustyani Meilan Arsanti Meng, Danyang Mohamad Aminudin Mohamad Aminudin Mohamad Aminudin Mohamad Aminudin Muhamad Afandi Muhammad Shehryar Rao Muhammad Thoriqul Huda Nihayah, Risa Wardatun Nila Ubaidah Nilasari, Shabrina Putti Oktarina Puspita Wardani Oktavia Damayanti Oktavia Damayanti Ousman Bah Pida Mahani Rachmawati, Silvia Rahmayanti, Ainia Rodliyah, Siti Ika Faidatur salma, emilia Saputro, Bagus Adi Shabrina Putti Nilasari Turahmat Turahmat, Turahmat uswatun hasanah, uswatun

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