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All Journal Jurnal Pendidikan Matematika Raflesia Jurnal Basicedu Jurnal Math Educator Nusantara: Wahana Publikasi Karya Tulis Ilmiah di Bidang Pendidikan Matematika Wiyata Dharma: Jurnal Penelitian dan Evaluasi Pendidikan JURNAL PERSPEKTIF PENDIDIKAN Jurnal Magister Pendidikan Matematika (JUMADIKA) Jurnal Lebesgue : Jurnal Ilmiah Pendidikan Matematika, Matematika dan Statistika Annals of Mathematical Modeling Edumatika Jurnal Basicedu Polinomial : Jurnal Pendidikan Matematika Jurnal Masyarakat Madani Indonesia Annals of Mathematical Modeling Prosiding Seminar Nasional Pascasarjana Proceeding of International Conference on Science, Education, and Technology International Journal of Trends in Mathematics Education Research (IJTMER) Global Education Journal AB-JME: Al-Bahjah Journal of Mathematics Education Konsienti: Community Services Journal Setawar Abdimas Celebes Journal of Community Services
Nugroho, Khathibul Umam Z
Universitas PGRI Silampari Lubuklinggau, Indonesia
Religion Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Mathematics Public Health Social Sciences Other

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Improving students' mathematics HOTS ability through the integration of deep learning and SOLO taxonomy Nugroho, Khathibul Umam Zaid; Marsehan, Ahmad; Yulianti, Lili Tri; Nurtiara, Nurtiara
Jurnal Math Educator Nusantara: Wahana Publikasi Karya Tulis Ilmiah di Bidang Pendidikan Matematika Vol 11 No 2 (2025): Jurnal Math Educator Nusantara
Publisher : Program Studi Pendidikan Matematika, Universitas Nusantara PGRI Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29407/jmen.v11i2.27111

Abstract

Education in the 21st century requires students to have high-level thinking skills (HOTS), but the low HOTS of students' mathematics is still a significant challenge, as reflected in the results of international evaluations. This study aims to investigate the effectiveness of the integration of deep learning and SOLO Taxonomy in optimizing students' mathematics HOTS. Using a quasi-experimental design, the study involved 60 of students in grade VIII who were divided into an experimental group (n = 30) and a control group (n = 30). The experimental group received a learning intervention based on deep learning principles with the guidance of the SOLO Taxonomy, while the control group received conventional learning. Data were collected through a math HOTS pre-test and post-test and analyzed using ANCOVA to control students' initial scores. The results showed a significant increase in students' math HOTS in both groups, but the increase in the experimental group was much higher (p<0.01). The qualitative analysis of the students' responses also shows a clear development at the level of SOLO Taxonomy, from Unistructural/Multistructural to Relational and Extended Abstract. These findings indicate that the integration of deep learning and SOLO Taxonomy creates an effective synergistic effect in facilitating deep thinking. This research contributes to the educational literature by providing a measurable and practical learning model to improve HOTS, as well as providing important implications for teacher practice and curriculum development in the future.
Pendampingan Pemanfaatan Teknologi Interaktif Untuk Menyusun Soal AKM Literasi Kontekstual di SMP PGRI KOTA LUBUKLINGGAU Marsehan, Ahmad; Nugroho, Khathibul Umam Zaid; Lorenza, Yoga; Khalilullah, Nihad
Jurnal Masyarakat Madani Indonesia Vol. 5 No. 1 (2026): Februari (In Progress)
Publisher : Alesha Media Digital

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59025/qycc1438

Abstract

Program pendampingan ini dirancang untuk meningkatkan kompetensi guru SMP PGRI Kota Lubuklinggau dalam menyusun soal AKM Literasi yang kontekstual dengan memanfaatkan teknologi interaktif. Hal ini dilatarbelakangi oleh kendala yang dihadapi guru dalam merancang soal berbasis konteks nyata dan memanfaatkan platform digital. Tujuannya adalah agar guru mampu memahami konsep AKM Literasi kontekstual, terampil menggunakan platform seperti Quizizz atau Google Form, dan akhirnya menciptakan bank soal yang berkualitas. Metode pencapaiannya meliputi tiga tahap, yakni pelatihan teknis, pendampingan praktik langsung dalam merancang soal, serta evaluasi dan pengembangan berkelanjutan melalui uji coba. Rencana kegiatannya terstruktur dalam fase persiapan, pelaksanaan (pelatihan dan praktik), dan evaluasi akhir. Dampak jangka panjang yang diharapkan adalah terwujudnya bank soal AKM yang relevan, peningkatan kualitas asesmen literasi, serta penguatan budaya pemanfaatan teknologi dalam evaluasi, yang pada akhirnya akan meningkatkan kemampuan literasi siswa secara lebih efektif dan bermakna.
Systematic Literature Review: Model Pembelajaran Jigsaw dengan Pendekatan Etnomatematika untuk Meningkatkan Pemahaman Konsep Siswa Salsabila, Dina; Luthfiana, Maria; Umam Zaid Nugroho, Khathibul
AB-JME: Al-Bahjah Journal of Mathematics Education Vol. 3 No. 2 (2025): AB-JME Vol. 3 No.2 2025
Publisher : STAI Al-Bahjah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61553/abjme.v3i2.906

Abstract

The Jigsaw learning model integrated with an ethnomathematics approach provides a substantial contribution to the development of students’ conceptual understanding and higher-order thinking skills. This study reviews 10 relevant articles published between 2020 and 2025 using the Systematic Literature Review (SLR) method. The analysis indicates that incorporating local cultural values into cooperative learning strengthens the contextual foundation of the material and fosters a more dynamic, interactive, and meaning-oriented learning environment. The ethnomathematics-based Jigsaw model has been shown to enhance students’ learning motivation, collaborative abilities, and critical thinking skills. Moreover, students demonstrate improved competence in relating mathematical concepts to cultural practices and real-life situations, resulting in deeper and more applicable understanding, Through structured group work and clearly defined task distribution, this approach supports balanced development of students’ social and cognitive abilities. Learners gain not only procedural knowledge but also an awareness of the relevance of mathematics in daily life. Culturally grounded learning encourages students to view mathematics as an integral part of their cultural identity rather than as abstract symbols. The findings of this review affirm that the integration of ethnomathematics within the Jigsaw model facilitates authentic, experience-based learning that is adaptable to local contexts. Overall, this approach provides an alternative instructional strategy for mathematics education that is more contextual, collaborative, and meaningful for students.
Co-Authors Ababil, Dini Abdurrobbil Falaq Dwi Anggoro Adi Nurcahyo Adi Nurcahyo Ahmad Marsehan Akmal Rijal Alias, Norma Anggoro, Abdurrobbil Falaq Anggoro, Abdurrobbil Falaq Dwi Anggoro, Shadaqnas Dewarif Tri Anisya Soneta As Elly Aswarliansyah, Aswarliansyah Balqis, Reka Dewi Herawaty DEWI HERAWATY Dewi Herawaty Drajat Friansah ELLY, AS Gufiran, Hermu Haji, H Saleh Ismoen, Muhaimin Isti Hidayah Izwanto, Eddy Jannah, Miftahul Jannah Khalilullah, Nihad Lorenza, Yoga Luthfiana, Maria M Rusni Eka Putra M. Asikin Masri Masri Mohammad Asikin Ningrum Mawardi, Dona Noprianto Wahyudi Nugroho Ponco Riyanto Nur, Nur Fitriyana Nurtiara, Nurtiara Pandra, Viktor Purwasi, Lucy Asri Rahmat Jumri Ranita, Ranita Refianti, Rani Revita, Ade Nindya Salsabila, Dina Shadaqnas Dewarif Tri Anggoro Shadaqnas Dewarif Tri Anggoro Sugiarto, Anjar Sugiman Sugiman Sukestiyarno Sukestiyarno Sukestiyarno, Y. L. Wahyu Widada Wahyu Widada Wayan Gede Wayan Gede Y. L. Sukestiyarno YL Sukestiyarno Yufitri Yanto Yulia Darmi Yulianti, Lili Tri Zamzaili Zamzaili