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All Journal Jurnal Elemen Beta: Jurnal Tadris Matematika Jurnal Ilmiah Mandala Education (JIME) JP2M (Jurnal Pendidikan dan Pembelajaran Matematika) JPIn : Jurnal Pendidik Indonesia Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI) Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Jurnal Kependidikan Ki Hajar Dewantara
Sutarto Sutarto
Universitas Pendidikan Mandalika
Arts Humanities Biochemistry, Genetics & Molecular Biology Earth & Planetary Sciences Education Electrical & Electronics Engineering Energy Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Physics Social Sciences Other

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Mathematical Literacy in Solving PISA Space and Shape Problems : A Self-Regulation Perspective Zainuddin Untu; Tri Widyasari; Intan Dwi Hastuti; Sutarto Sutarto; Percy Sepeng; Dian Kurniati; Sharifah Osman
Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Vol 11, No 1 (2025): March
Publisher : Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v11i1.14659

Abstract

This study aims to explore the role of self-regulation in enhancing mathematical literacy among high school students solving PISA Space and Shape problems. Employing a qualitative descriptive approach, data were collected through self-regulation questionnaires, PISA-based tasks, and semi-structured interviews from high school students categorized into high, moderate, and low self-regulation groups. The data analysis technique in this study consisting of three stages: data condensation, data display, and conclusion. Results reveal a strong correlation between self-regulation and mathematical literacy, with high self-regulation students excelling in formulating, employing, and interpreting mathematical problems. Moderate self-regulation students displayed partial success, while low self-regulation students struggled significantly, particularly in interpreting and validating solutions. The study underscores the importance of self-regulation strategies such as goal-setting, monitoring, and reflection in improving mathematical literacy. Instructional recommendations include structured goal-setting frameworks, reflective practices, and scaffolded tasks to support learners with varying self-regulation levels. These findings contribute to mathematics education by addressing the interplay between self-regulation and problem-solving in the underexplored Space and Shape domain. Future research should expand on these insights through larger, longitudinal studies to further validate the implications of self-regulation in educational contexts.
Development of an Augmented Reality–Based Science Module Integrated with Mbojo Ethnoscience to Improve Junior High School Students’ Scientific Skills and Environmental Awareness Syaiful Bakhri; Ika Nurani Dewi; Sutarto
Jurnal Kependidikan : Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran, dan Pembelajaran Vol. 12 No. 1 (2026): March
Publisher : LPPM Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v12i1.18648

Abstract

This study aims to develop and evaluate an Augmented Reality (AR)–based science module integrated with Mbojo ethnoscience to enhance junior high school students’ scientific skills and environmental awareness. The study involved 52 Grade VII students (25 experimental; 27 control) and employed a Research and Development (R&D) method using the ADDIE model combined with a quasi-experimental design. Data were collected through expert validation, student practicality questionnaires, scientific skills tests, and environmental awareness measures, and were analyzed using descriptive statistics and independent-samples t-tests. The module was classified as highly valid (mean = 3.21) and highly practical (89.8% positive responses). The quasi-experimental findings revealed statistically significant improvements in scientific skills (t = 4.215; p < 0.001) and environmental awareness (t = 4.475; p < 0.001) compared to conventional instruction. These findings suggest that the AR–Mbojo ethnoscience module constitutes a valid, practical, and empirically effective instructional innovation for contextual and sustainability-oriented science learning.
Co-Authors Adam Bachtiar Maulachela Ade Kurniawan Ahmad Muzanni Ahyansyah, Ahyansyah Akhmad Sukri Chairun Nasirin Chairun Nasirin Dian Kurniati Diki Damma Putra Eliska Juliangkary Febrilia, Baiq Rika Ayu Haifaturrahmah, Haifaturrahmah I Ketut Sukarma Ika Nurani Dewi Intan Dwi Hastuti Intan Dwi Hastuti Ita Chairun Nissa Jarir Jarir Kadir Alpan Alaydrus Mariyati, Yuni Mariyati, Yuni Mely Andayani Nellyda Andriani Percy Sepeng Prayogi, Saiful Raden Fanny Printi Ardi Rahman Hidayat Rasyidin Rasyidin Sharifah Osman Sri Supiyati, Sri Sukma Mawaddah Syaharuddin Syaharuddin Syaiful Bakhri Tri Widyasari Untu, Zainuddin Untu Zulaini Zulaini