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Wanda Nugroho Yanuarto

Universitas Muhammadiyah Purwokerto

Author-ID : 422224

Religion Agriculture, Biological Sciences & Forestry Humanities Chemistry Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Physics Public Health Social Sciences Other

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Berpikir Level Tinggi dan TPACK Calon Guru Matematika pada Pembelajaran Matematika Abad ke-21 Yanuarto, Wanda Nugroho; Jaelani, Anton
Edumatica : Jurnal Pendidikan Matematika Vol 11 No 3 (2021): Edumatica: Jurnal Pendidikan Matematika (Desember 2022)
Publisher : Department of Mathematics Education, Faculty of Teacher Training and Education, Universitas Jambi

In the 21st century, learning requires high-level thinking processes and mastery of technology. The benefits of using technology accompanied by high-level thinking include 1) having many alternative solutions to problems, 2) be a good co-worker, and 3) being more independent in finding solutions. Also, learning mathematics is one of the main lessons in class and has the main characteristics of structured learning and has a systematic flow. The attributes of existing mathematics learning may support the technology learning process, which also has an orderly system and algorithm. This study employed a cross-sectional survey-it exploring high-level thinking and TPACK in mathematics learning. The subject was 182 pre-service mathematics teachers in Universitas Muhammadiyah Purwokerto, Indonesia. This study showed high-level thinking, and TPACK indicated that the item was sufficient to perform factor analysis. The analysis results found that the Kaiser Meyer-Oikin (KMO) value for items in the high-level thinking construct questionnaire with 12 items showed 0.657 (l> 0.50). Subsequently, in TPACK construct questionnaire with 32 items showed 0.783. The results stated that higher-order thinking is the essential capital in learning mathematics. Therefore, learning mathematics also demands the dynamism of technological developments to support the success of learning mathematics.

Media Pembelajaran Augmented Reality untuk Meningkatkan Kemampuan Spasial Matematis pada Konsep Geometri Yanuarto, Wanda Nugroho; Iqbal, Agung Muhammad
Edumatica : Jurnal Pendidikan Matematika Vol 12 No 1 (2022): Edumatica: Jurnal Pendidikan Matematika
Publisher : Department of Mathematics Education, Faculty of Teacher Training and Education, Universitas Jambi

This study aims to develop an augmented reality (AR) learning media to improve the mathematical spatial ability of junior high school in geometry material. The method used in this study is a research and development method by following the steps of level 3 development. In this study, the product developed was augmented reality learning media. Data collection techniques are unstructured interviews, questionnaires and tests with information sources from mathematics education lecturers, two junior high school teachers as material validators and informatics engineering lecturers as media validators. The data analysis technique in this study used descriptive qualitative analysis. The research instrument used a learning outcomes questionnaire, geometry learning outcomes test, and documentation. The results showed that the development of augmented reality as a learning medium can be used to have a positive influence on the effectiveness of lessons in the classroom. But on the other hand, the weakness of augmented reality media is that students must use a minimum Android-based smartphone device and have a camera in it. The study results obtained are to produce AR learning media that can improve mathematical spatial abilities.

Analisis Hambatan Belajar Mahasiswa dalam Perkalian Pecahan: Sebuah Studi Hermeneutics Phenomenology di Perguruan Tinggi Isnawan, Muhamad Galang; Alsulami, Naif Mastoor; Rusmayadi, Muh.; Samsuriadi, Samsuriadi; Sudirman, Sudirman; Yanuarto, Wanda Nugroho
Edumatica : Jurnal Pendidikan Matematika Vol 13 No 1 (2023): Edumatica: Jurnal Pendidikan Matematika (April 2023)
Publisher : Department of Mathematics Education, Faculty of Teacher Training and Education, Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/edumatica.v13i01.24190

Multiplication of fractions is one of the operations on fractions that tends to be easy, but it becomes a problem for students. Only a little previous research has examined the multiplication of fractions and the factors that cause this problem at the tertiary level. This study aims to describe the factors that cause problems in terms of the types of learning barriers that students experience. The research design is hermeneutics phenomenology. The participants in this study were 15 students aged 18-25 years, 7 boys and 8 girls, 9 students majoring in natural sciences during high school, and 6 students from social studies majors. The researcher is the main instrument, with a fraction multiplication test consisting of 2 questions developed by NCTM and a semi-structured interview guide as an additional instrument. Data is processed using NVivo-12-assisted thematic analysis to simplify the coding process. The study revealed that students experienced more learning difficulties when working on non-routine fraction multiplication problems. For routine problems, students experience learning difficulties with the type of ontogenic obstacle that is psychological (not careful). For non-routine problems, students experience learning barriers with epistemological types because they rarely work on word problems, as well as ontogenic obstacles that are conceptual and psychological.

Employing Nearpod as a Resource to Encourage Active Students in BYOD Mathematics Learning Model Yanuarto, Wanda Nugroho; Setyaningsih, Eka; Amri, Khofifatul
JTAM (Jurnal Teori dan Aplikasi Matematika) Vol 7, No 1 (2023): January
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/jtam.v7i1.11864

In the period of the last few decades, more complex technology have been integrated into our daily lives. Therefore, teachers are advocating that students BYOD (bring your own device). This aims are investigated the activities of students during the lesson, which enables teachers to evaluate their students' progress in learning. In addition to this, students' learning experiences and raise their levels of satisfaction with their education with Nearpod and the dynamic interaction that occurs between them. Descriptive statistics were used for the analysis. Descriptive data for the questions and items were compiled in Excel, and included frequency, percentage, mean, and standard deviation. The goal of this research is to explore how female students feel about using Nearpod in conjunction with a video-conferencing learning system on a Bring Your Own Device (BYOD) learning platform. This study was conducted at Universitas Muhammadiyah Purwokerto (n = 78 students) and Purwokerto Secondary School in Central Java (n = 83 students and 9 teachers), during the even semester of the 2020/2021 school year. The objectives of this study required the development and administration of a questionnaire to all of the women enrolled in the "Mathematics Education" course. Researchers concluded from their study that students are open to using their own devices in class and are willing to benefit from the affordances provided by the BYOD platform and the Nearpod to engage in active learning during lectures. Therefore, there has to be more work done by universities to figure out which of the growing elements of education should be prioritized in order to create the best possible conditions for instruction and learning.

The Model of Creative Thinking, Critical Thinking, and Entrepreneurial Skills Among University Students Yanuarto, Wanda Nugroho; Hapsari, Ira
JTAM (Jurnal Teori dan Aplikasi Matematika) Vol 6, No 2 (2022): April
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/jtam.v6i2.7467

Digital skills for the twenty-first century are comprise of four fundamental capabilities: cognition abilities; process capabilities; systems capabilities; and social skills. Using one's ability to think creatively to demonstrate cognitive abilities can be very effective. On the other hand, critical thinking is a skill that can be developed at the university level and is used to transform raw data into meaningful information. Furthermore, the study purpose is investigate the relationship the entrepreneurial skills in students in the world of education, both in terms of educational and economic issues. Researchers are looking into the relative importance of creative thinking (CRE), critical thinking (CRI), and entrepreneurial skills (ETS) as primary predictors of success when it comes to learning and mastering skills in the technologically advanced development society (TCDS). In this study, which takes a quantitative approach, a cross-sectional survey gathers data. In order to analyze the relationship formed by CRE, CRI, and ETS among university students in TCDS, we used the structural equation model (SEM) method. In this study, 85 students from the Faculty of Teacher Training and Education, and 315 students from the Faculty of Economics and Business at Universitas Muhammadiyah Purwokerto participated, for a total of 315 students. The following research procedures were used in this investigation: (3) The relationship between CRE, CRI, and ETS was determined using a Structural Equation Model (SEM). In addition, the findings of this study include the following points: The EFA and CFA analysis revealed that the CRE construct contained four valid sub-constructs, while the CRI and ETS constructs each contained five valid sub-constructs. The results of the SEM analysis revealed a statistically significant relationship between CRE, CRI, and ETS, with a moderately significant relationship between CRE and ETS ( = 0,291), as well as a statistically significant relationship between CRI and ETS ( = 0,143). The correlation between CRE and CRI, on the other hand, was found to be high ( = 0.894). Finally, demonstrate that the CRE, CRI, and ETS have played a role in improving the performance of university students during the TCDS era.

Problem-based learning and mathtastic app integration to improve reasoning and collaboration in mathematics learning among primary students: an experimental approach Yanuarto, Wanda Nugroho; Dewi, Stephanie Prisca; Anggoro, Subuh; Jazuli, Akhmad; Fukui, Masanori
Journal of Advanced Sciences and Mathematics Education Vol. 5 No. 2 (2025): Journal of Advanced Sciences and Mathematics Education
Publisher : CV. FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/jasme.v5i2.900

Background: This experimental study explores the integration of Problem-Based Learning (PBL) and the Mathtastic application to enhance mathematical reasoning and collaborative skills among primary school students. Aims: Grounded in constructivist learning theory, the research aims to determine the effectiveness of a technology-supported PBL approach in fostering students’ higher-order thinking and teamwork abilities in the context of mathematics education. Methods: The study employed a quasi-experimental design with control and experimental groups comprising Grade 5 students from a public elementary school. The experimental group received mathematics instruction through PBL integrated with the Mathtastic app, while the control group was taught using conventional methods. Data were collected using pre- and post-tests on mathematical reasoning, a collaboration rubric, and observation sheets. Result: The results showed a statistically significant improvement in the reasoning and collaboration performance of students in the experimental group compared to those in the control group. These findings suggest that combining PBL with interactive educational technology like Mathtastic can create a more engaging and effective learning environment for young learners. Conclusion: The study provides practical implications for teachers seeking to integrate digital tools and inquiry-based approaches to enrich mathematics learning experiences at the primary level.

Co-Authors Agung Muhammad Iqbal Ahyaningsih, Faiz Akhmad Jazuli Alif Nur Indriyani Alsulami, Naif Mastoor Amri, Khofifatul Anam, ⁠Muhammad Ghousul Anton Jaelani Anton Jaelani Arif Budiman Belbase, Shashidhar Dewi, Stephanie Prisca Eka Setyaningsih Eka Setyaningsih Elfis Suanto Eli Purwati, Eli Erna Handayani Fukui, Masanori Hapsari, Ira Idraswara, Redhatama Arya Iqbal, Agung Muhammad Ira Hapsari Isnawan, Mohamad Galang Isnawan, Muhamad Galang Januar, Mohamad Joko Purwanto Joko Purwanto Joko Purwanto KETUT SUKARMA . Kiki Nur Umiatun Laila Nur Qodariah Latief, Abdillah Choirul Latifah Hanum Lestari MS, Suci Lestari, Azhar Nur Dini Luthfiana Milla Susanti M. Zaeni Lathif Mohamad Ikram Zakaria Mohamad Ikram Zakaria Mukhlis Prasetyo Aji Mukti Agung Wibowo Nibas A, ⁠Vierel Maulana Ningsih, Afrilia Setia Nur Isna Inayati Pambudi, ⁠Priyo Parwati Parwati Purwani, Purwani Putri, Abhista Emilia Rakhmalaely, Andien Aulia Rusmayadi, Muh Safitri, Eni Samsuriadi, Samsuriadi Setianingsih, Cahyani Ayu Setiawan, Bamas Aprihadi Sriyanto Sriyanto Subuh Anggoro Sudirman Sudirman SUMIYATI SUMIYATI Supriyanto Supriyanto Susanti, Luthfiana Milla Syarifah, Zagita Aqmal Umiatun, Kiki Nur Wahyuningsih, Purwanti Wardani, Fitrian Prila Wicaksono, Dian Widianto, Deppy Zakaria, Mohamad Ikram

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