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All Journal Inersia : Jurnal Teknik Sipil dan Arsitektur Management of Aquatic Resources Journal (Maquares) PIKSEL : Penelitian Ilmu Komputer Sistem Embedded and Logic Acta Pharmaciae Indonesia : Acta Pharm Indo Journal of Education Technology EQIEN - JURNAL EKONOMI DAN BISNIS Southeast Asian Mathematics Education Journal Pasundan Journal of Mathematics Education : Jurnal Pendidikan Matematika Edumatica: Jurnal Pendidikan Matematika Curtina Majalah Teknik Industri Journal Papyrus : Sosial, Humaniora, Perpustakaan dan Informasi Jurnal Keperawatan PPNI Jawa Barat
Dwi Yulianto
Program Studi Manajemen Sumberdaya Perairan, Jurusan Perikanan, Fakultas Perikanan dan Ilmu Kelautan, Universitas Diponegoro
Humanities Chemical Engineering, Chemistry & Bioengineering Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Education Electrical & Electronics Engineering Health Professions Industrial & Manufacturing Engineering Library & Information Science Mathematics Mechanical Engineering Medicine & Pharmacology Nursing Public Health Social Sciences Other

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Innovative Approaches to Geometry Learning: Harnessing Gamification and ICT to Elevate Student Motivation and Academic Achievement Yulianto, Dwi; Juniawan, Egi Adha; Anwar, Syahrul; Junaedi, Yusup
Southeast Asian Mathematics Education Journal Vol 15, No 1 (2025)
Publisher : SEAMEO Regional Centre for QITEP in Mathematics

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46517/seamej.v15i1.465

Abstract

This study investigated the impact of a gamification-based didactic program on students’ motivation, lexical availability, and academic achievement in high school geometry. Addressing concerns over low student engagement and performance in mathematics, often due to abstract content and passive pedagogy, the research integrates gamified elements into ICT-based geometry modules to foster active and meaningful learning. Anchored in Self-Determination Theory and the ARCS Motivation Model, the study employed a quasi-experimental design with a pretest-posttest control group, involving 89 tenth-grade students students (aged 15–16), consisting of 45 females (50.6%) and 44 males (49.4%), from a from a subsidized private school in Jakarta. Over a five-week trigonometry unit, the experimental group engaged with digital tools including PhET simulations, Kahoot!, and TikTok-based mnemonic media, all structured within the e-TPACK framework. Results showed a 23% improvement in academic performance based on pre- and post-test comparisons. Gamification significantly enhanced students’ verbal expression in geometry, as reflected in increased word production and lexical diversity. Post-test motivation scores were also higher in the experimental group, indicating greater engagement. Moreover, a stronger correlation between motivation and academic achievement in this group reinforces gamification as a robust pedagogical strategy for enhancing learning outcomes in secondary mathematics education. These findings suggest that educators and curriculum developers should consider systematically integrating gamified, ICT-supported modules anchored in motivational theories such as SDT and ARCS into geometry instruction. Future implementations should prioritize culturally relevant game elements and adaptive technologies to sustain engagement, particularly among diverse student populations.
Pengaruh Strategi Pembelajaran Inkuiri Dan Tutor Sebaya Terhadap Self Efficacy Dan Penguasaan Konsep Matematis: (Eksperimen pada PONPES SMA Swasta di Kabupaten Tangerang) Yulianto, Dwi
Pasundan Journal of Mathematics Education Vol. 10 No. 1 (2020): Pasundan Journal of Mathematics Education
Publisher : Program Magister Pendidikan Matematika, Pascasarjana, Universitas Pasundan in collaboration with Asosiasi Guru Matematika Indonesia (AGMI) and Indonesian Mathematics Educators' Society (IMES)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/pjme.v10i1.2424

Abstract

Pengaruh Strategi Pembelajaran Terhadap Self Efficacy dan Penguasaan Konsep Matematis Siswa. Tujuan dari penelitian ini adalah untuk mengetahui: 1) Pengaruh strategi pembelajaran terhadap self efficacy dan penguasaan konsep Matematis secara multivariat siswa SMA Swasta di Kabupaten Tangerang. 2) Pengaruh strategi pembelajaran terhadap self efficacy siswa SMA Swasta di Kabupaten Tangerang. 3) Pengaruh strategi pembelajaran terhadap penguasaan konsep Matematis siswa SMA Swasta di Kabupaten Tangerang. Metode penelitian yang digunakan adalah metode eksperimen. Populasi terjangkau pada penelitian ini adalah siswa kelas X pada SMA swasta di Kabupaten Tangerang dengan sampel sebanyak 88 siswa. Eksperimen dilakukan pada dua kelompok/sampel dimana masing-masing kelompok setiap sekolah diberikan perlakuan (treatment) yang berbeda strategi pembelajaran yaitu Inkuiri dan Tutor Sebaya. Setelah selesai eksperimen, masing-masing kelompok perlakuan tersebut diukur self efficacy dan penguasaan konsep Matematis. Jenis pengujian hipotesis yang digunakan adalah Multivariate analysis varian (MANOVA). Setelah selesai eksperimen, masing-masing kelompok perlakuan tersebut diukur sikap ilmiah dan penguasaan konsep Matematis. Hasil penelitian membuktikan bahwa: 1) Terdapat pengaruh yang signifikan strategi pembelajaran terhadap self efficacy dan pemahaman konsep Matematis secara multivariat siswa SMA Swasta di Kabupaten Tangerang. Hal tersebut dibuktikan dengan nilai Sig. 0,000 < 0,05 dan Fhitung = 18,606. 2) Terdapat pengaruh yang signifikan strategi pembelajaran terhadap self efficacy siswa SMA Swasta di Kabupaten Tangerang, hal tersebut dibuktikan oleh nilai Sig. 0,000 < 0,05 dan Fhitung = 21,188. 3) Terdapat pengaruh yang signifikan strategi pembelajaran terhadap penguasaan konsep Matematis siswa SMA Swasta di Kabupaten Tangerang, hal tersebut dibuktikan oleh nilai Sig. 0,000 < 0,05 dan Fhitung = 15,055. Hal ini menunjukkan terdapat perbedaan yang signifikan antara rata-rata self efficacy dan penguasaan konsep Matematis siswa dengan strategi pembelajaran Inkuiri dan Tutor Sebaya. Implikasi dalam penelitian ini adalah jika strategi pembelajaran yang digunakan sesuai, maka self efficacy dan penguasaan konsep Matematis akan mendapatkan hasil yang lebih baik.
IMPLEMENTASI PROGRAM PERPUSTAKAAN BERBASIS INKLUSI SOSIAL DI DINAS PERPUSTAKAAN DAN KEARSIPAN DAERAH KAB. LUWU UTARA Yulianto, Dwi; Mathar, Muh. Quraisy
Journal Papyrus : Sosial, Humaniora, Perpustakaan dan Informasi Vol. 4 No. 2 (2025): Juli 2025
Publisher : Jurusan Perpustakaan dan Sains Informasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59638/jp.v4i2.86

Abstract

Penelitian ini memiliki tujuan agar mengetahui strategi beserta implementasi program Perpustakaan Berbasis Inklusi Sosial Dinas Perpustakaan dan Kearsipan Kabupaten Luwu Utara beserta dampaknya pada suprastruktur masyarakat. Jenis Penelitian ini memakai metode kualitatif dengan orientasi lapangan. Adapun sumber data yang digunakan dalam penelitian ini adalah data primer dan sekunder. Sedangkan metode pengumpulan data yang digunakan adalah observasi, wawancara serta dokumentasi. Hasil penelitian menunjukkan bahwa implementasi inklusi sosial di Sosial Dinas Perpustakaan dan Kearsipan Kabupaten Luwu Utara berjalan sesuai standar program dengan menggunakan langkah antara lain penguata sinergi stakeholder, komunikasi publik, peningkatan kemampuan, monitoring dan evaluasi sehingga dalam program tercipta kegiatan-kegiatan inklusif perpustakaan dan berdampak pada suprastruktur masyarakat antara lain dalam segi pendidikan, pertanian, keagamaan, budaya, teknologi informasi komunikasi, kesehatan serta kesejahteraan masyarakat. Meskipun demikian dampaknya, ada beberapa kelemahan yang ditemukan di lapangan, yakni kekurangan tenaga Pustakawan, kekurangan anggaran dan rangkap jabatan pengelola, sehingga hal-hal demikian perlu dievaluasi secara kompleks untuk efektifitas program dan membuatnya perpustakaan lebih berdampak dengan memberi penekanan-penekanan baik pada program. Hal lain adalah miskomunikasi yang harusnya tidk terjadi antara dinas perpustakaan dengan perpustakaan yang direplikasi secara mandiri hingga inklusi sosial di beberapa perpustakaan desa tak berjalan signifikan.  Maka dari itu Dinas Perpustakaan dan Kearsipan Kabupaten Luwu Utara perlu mengevaluasi ulang program yang dijalankan untuk membuat perpustakaan lebih berdampak secara luas dan inklusif. Kata Kunci : Inklusi Sosial, Program Kerja Perpustakaan, Perpustakaan Umum
A Bridging the Digital Divide in Education: Disparities in Google Classroom Utilization and Technical Challenges among Urban and Rural Teachers Astari; Yulianto, Dwi
Journal of Education Technology Vol. 9 No. 2 (2025): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jet.v9i2.92897

Abstract

The digital divide remains a serious obstacle to the implementation of online learning in Indonesia. The inequality of access to Information and Communication Technology (ICT) is clearly visible, where urban areas have much better digital infrastructure than rural areas. This study aims to analyze the differences in supporting factors for online learning between secondary school teachers in areas with contrasting geographical characteristics, especially related to network connections, technical constraints, school infrastructure, and the use of Google Classroom. A total of 395 teachers participated in an online survey using a closed questionnaire consisting of 22 items. Data analysis through descriptive statistics and t-tests showed that teachers in rural areas faced higher technical constraints and lower utilization of Google Classroom compared to teachers in urban areas. This study provides an empirical contribution to mapping the dimensions of the digital divide between regions and emphasizes the urgency of region-based strategies, such as adaptive digital literacy training and proportional device distribution. These results can be used as a basis for formulating more inclusive and equitable education policies in the digital era.
A Pengaruh Gender dan Jenis Umpan Balik dalam Pembelajaran Matematika Berbasis Permainan Digital di Sekolah Dasar Yulianto, Dwi; Juniawan, Egi Adha; Junaedi, Yusup
Edumatica : Jurnal Pendidikan Matematika Vol 15 No 1 (2025): Edumatica: Jurnal Pendidikan Matematika (April 2025)
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.v15i1.43673

Abstract

This study investigates gender-based differences in learning outcomes and motivation in digital game-based mathematics instruction using the Lectora Inspire platform. The primary focus centers on the effectiveness of two types of instructional feedback, MTF and STF. The study aims to explore how gender and feedback type interact in influencing cognitive learning gains as well as motivational and perceptual dimensions, including interest, competence, autonomy, effort, pressure-free experience, and perceived value of learning activities. Employing a quasi-experimental pretest–posttest design, the study involved 81 third and fourth-grade students from three elementary schools in Jakarta, Indonesia, who were randomly assigned to either the MTF or STF group. Learning outcomes were assessed using standardized mathematics tests aligned with the national curriculum, while motivation was measured through the IMI. Two-way ANOVA and MANOVA analyses revealed that although male students scored higher on post-tests, female students demonstrated greater learning gains after controlling for pre-test scores, particularly under the STF condition. Female students also reported significantly higher motivation in the domains of interest and perceived competence, with no significant differences observed in autonomy. Furthermore, gender differences in perceptions of effort, pressure-free experience, and learning value were not statistically significant, though females showed more positive trends overall. Feedback condition alone did not significantly influence learning outcomes or student perceptions. These findings underscore the importance of incorporating gender-sensitive approaches when designing adaptive and inclusive digital feedback mechanisms in mathematics education.
Co-Authors Amiruddin, Lalu Achmad Andik Adi Suryanto Arthur, Vernando Asfan Muqtadir Astari Azizah, Soffatul Dian Anggraini Fitroh Amaluddin HENDRI WASITO Irawati, Inggar Septhia Juniawan, Egi Adha Maimunah Maimunah Max Rudolf Muskananfola Mochammad Imron Awalludin Muh. Quraisy Mathar Nugroho, Arief Setiawan Budi Nugroho, Firster Nurdina, Gina Padmakusumah, Rizal Ramdan Pujiono Wahyu Purnomo Putri, Tri Antika Kusuma Retno Nugroho Whidhiasih Siti Agustina, Siti Situmorang, Maruahal Sudarto SUHARMAN Syahrul Anwar Wahyono, Yogi Wardhani, Setia D Witama, Asta Yusup Junaedi