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Kusuma, Anggun Badu

Universitas Muhammadiyah Purwokerto

Author-ID : 484741

Agriculture, Biological Sciences & Forestry Arts Humanities Chemistry Computer Science & IT Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Library & Information Science Mathematics Physics Social Sciences Other

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Eksplorasi Konsep Etnomatematika dalam Struktur Arsitektur Candi Arjuna di Banjarnegara Hanifah Dwi Sulistiowati; Prabu Biyatmoko; Hasna Ainun Fauziyyah; Anggun Badu Kusuma
Griya Journal of Mathematics Education and Application Vol. 6 No. 1 (2026): Maret 2026
Publisher : Pendidikan Matematika FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/griya.v6i1.1009

This study aims to explore ethnomathematical concepts embedded in the architectural structure of Candi Arjuna in Banjarnegara Regency as one of the Hindu cultural heritage sites in Central Java. The research employed a qualitative approach using an ethnographic research design, focusing on revealing mathematical meanings within the context of local culture. Data were collected through direct observation of the research object, limited interviews with relevant parties, and visual documentation of the temple’s architectural elements. The data were then analyzed descriptively using qualitative analysis procedures, including data reduction, data presentation, and conclusion drawing. The findings indicate that the front façade of Candi Arjuna implicitly integrates various mathematical concepts, including rectangular and triangular plane figures, vertical symmetry, and tiered patterns in the stepped-pyramid structure. The regularity of forms, uniformity of dimensions, and balance in the building’s composition demonstrate the application of contextual and meaningful mathematical principles within the cultural practices of the society at that time. These findings confirm that the architecture of Candi Arjuna is not only of historical and aesthetic value but also holds potential as a contextual ethnomathematics-based resource for mathematics learning that is closely connected to students’ cultural environments.

Perspektif Logikalisme dan Formalisme terhadap Pembelajaran Matematika Mindful, Meaningful, dan Joyful Indra Tri Buana; Burhannurfirdaus Abdulah; Anggun Badu Kusuma
Griya Journal of Mathematics Education and Application Vol. 6 No. 2 (2026): Juni 2026
Publisher : Pendidikan Matematika FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/griya.v6i2.1215

21st-century mathematics education is not only oriented towards mastering concepts and procedures, but alsotowards developing mindful, meaningful, and joyful (MMM) learning experiences. In this context, thephilosophy of mathematics serves as a theoretical foundation that can provide direction for the developmentof more effective learning. This study aims to analyze the contribution of logicalism and formalismperspectives to MMM-based mathematics learning. The study used the Systematic Literature Review (SLR)method by reviewing various relevant literature from scientific journals, books, and other academic sources.Data were analyzed using content analysis techniques through the processes of identification, classification,interpretation, and synthesis of findings. The results of the study indicate that logicalism contributes todeveloping deductive reasoning skills, critical thinking, mathematical argumentation, and conceptualunderstanding that support the realization of meaningful learning. Meanwhile, formalism plays a role inbuilding procedural skills, accuracy, consistency, and awareness of thought processes that align with theprinciples of mindful learning. The integration of these two perspectives can create more reflective,systematic, and joyful mathematics learning. Thus, logicalism and formalism can be seen as complementaryphilosophical foundations in supporting the development of modern mathematics education.

Hafalan dan Konstruksi Pengetahuan dalam Pembelajaran Matematika Siswa: Perspektif Konstruktivis Linda Safitri; Anggun Badu Kusuma; Siti Ayu Wulandari
Griya Journal of Mathematics Education and Application Vol. 6 No. 2 (2026): Juni 2026
Publisher : Pendidikan Matematika FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/griya.v6i2.1221

Praktik menghafal rumus tanpa pemahaman konseptual yang memadai masih mendominasi pembelajaran matematika di Indonesia. Situasi ini tercermin dalam skor PISA 2022 siswa Indonesia, yang hanya mencapai 366—turun 13 poin dari periode sebelumnya dan jauh di bawah rata-rata global. Artikel ini bertujuan untuk: (1) menganalisis secara kritis dominasi pendekatan pembelajaran hafalan dalam pendidikan matematika Indonesia, (2) mengeksplorasi konstruksi pengetahuan sebagai alternatif yang lebih berorientasi pada pemahaman mendalam, dan (3) menelaah bukti empiris yang mendukung keefektifan pendekatan konstruktivis. Tinjauan pustaka sistematis dilakukan terhadap 26 sumber, termasuk jurnal yang terindeks SINTA, publikasi internasional terkemuka, dan buku referensi relevan yang diterbitkan antara tahun 1997 dan 2025. Temuan penelitian secara konsisten menunjukkan bahwa menghafal secara mekanis hanya menghasilkan pengetahuan yang dangkal dan mudah dilupakan, serta sulit diterapkan pada situasi baru. Sebaliknya, pendekatan konstruktivis yang didasarkan pada teori Piaget dan Vygotsky telah terbukti mampu menumbuhkan pemahaman konseptual yang lebih kokoh dan bertahan lama. Model pembelajaran konstruktivis seperti Pembelajaran Berbasis Masalah dan Pembelajaran Penemuan secara konsisten menghasilkan peningkatan yang signifikan dalam penguasaan konsep dan keterampilan pemecahan masalah matematika. Studi ini menyimpulkan bahwa peralihan dari menghafal secara mekanis menuju konstruksi pengetahuan yang bermakna memerlukan perubahan mendasar dalam peran guru dari sekadar penyampai informasi menjadi fasilitator aktif, disertai dengan penguatan keterampilan proses siswa sebagai landasan pembelajaran matematika yang berkelanjutan.

Integrasi Kontuktivisme Kognitif dan Sosial sebagai Landasan Pembelajaran Matematika Abad Ke-21 Fathur Satya Adiguna; Rizki Nizar Abdillah; Anggun Badu Kusuma
Griya Journal of Mathematics Education and Application Vol. 6 No. 2 (2026): Juni 2026
Publisher : Pendidikan Matematika FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/griya.v6i2.1223

Pembelajaran matematika abad ke-21 menuntut pendekatan pembelajaran yang tidak hanya berorientasi pada penguasaan konsep, tetapi juga mampu mengembangkan keterampilan berpikir kritis, komunikasi, kolaborasi, dan kreativitas peserta didik. Salah satu landasan teoretis yang relevan untuk menjawab tuntutan tersebut adalah konstruktivisme. Artikel ini bertujuan untuk menganalisis integrasi konstruktivisme kognitif dan konstruktivisme sosial sebagai landasan pembelajaran matematika abad ke-21. Penelitian menggunakan metode Systematic Literature Review (SLR) dengan pendekatan deskriptif kualitatif. Data diperoleh melalui kajian berbagai artikel ilmiah nasional dan internasional yang berkaitan dengan konstruktivisme kognitif, konstruktivisme sosial, dan pembelajaran matematika. Analisis dilakukan melalui tahapan identifikasi, seleksi, evaluasi, dan sintesis literatur. Hasil kajian menunjukkan bahwa konstruktivisme kognitif berkontribusi dalam pengembangan pemahaman konsep, penalaran, dan kemandirian belajar melalui proses konstruksi pengetahuan secara individual. Sementara itu, konstruktivisme sosial berperan dalam memperkuat pembelajaran melalui interaksi sosial, kolaborasi, dan scaffolding. Integrasi kedua perspektif tersebut menghasilkan pembelajaran yang lebih aktif, bermakna, dan berpusat pada peserta didik, serta mendukung pengembangan kompetensi abad ke-21. Dengan demikian, integrasi konstruktivisme kognitif dan sosial dapat menjadi landasan teoretis yang kuat dalam merancang pembelajaran matematika yang adaptif terhadap tuntutan pendidikan masa kini.

Mathematical Resilience dalam Perspektif Filsafat Pendidikan Matematika Nena Meilan; Varialya Kayla Azzahra; Anggun Badu Kusuma
Griya Journal of Mathematics Education and Application Vol. 6 No. 2 (2026): Juni 2026
Publisher : Pendidikan Matematika FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/griya.v6i2.1236

Mathematical resilience is a student’s ability to persevere, remain confident, and maintain a positive attitude when facing difficulties in learning mathematics. Low mathematical resilience can lead to math anxiety, low motivation to learn, and a decline in academic achievement. Although it has been extensively studied from psychological and pedagogical perspectives, research examining mathematical resilience from the perspective of the philosophy of mathematics education remains limited. This article aims to analyze the concept, influencing factors, and implications of mathematical resilience in mathematics learning. The study employs a literature review method by analyzing articles published between 2019 and 2026 from the Google Scholar and ERIC databases. The findings indicate that mathematical resilience encompasses the dimensions of value, struggle, growth, support, and culture, which are influenced by cognitive, psychological, and social factors. The absolutist paradigm tends to hinder the development of resilience, whereas constructivism and fallibilism support it by accepting mistakes as part of the learning process. These findings underscore the importance of a psychologically safe learning environment, as well as the implementation of productive struggle and open-ended problems to enhance students’ mathematical resilience.

MENGAPA GENERASI Z DAN GENERASI ALPHA TIDAK MENYUKAI MATEMATIKA ANALISIS FAKTOR PSIKOLOGIS MELALUI SYSTEMATIC LITERATURE REVIEW WAHYUNINGTYAS, LATHIFAH; KUSUMA, ANGGUN BADU
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 Nomor 02, Juni 2026 Public
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.51346

The low interest in learning mathematics among Generation Z and Generation Alpha is one of the challenges in today's education sector. Mathematics is a subject often considered difficult, boring, and anxiety-inducing for students. Previous research has focused more on the cognitive aspects of mathematics learning difficulties, while psychological factors influencing students' dislike of mathematics have not been thoroughly studied. The purpose of this study is to identify psychological factors influencing students' dislike of mathematics and their impact on students' interest in learning mathematics among Generation Z and Generation Alpha through a Systematic Literature Review (SLR) approach. The research method used is a Systematic Literature Review (SLR) with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) approach, collecting, selecting, and analyzing national and international scientific articles relevant to the research topic. The results indicate that the main psychological factors contributing to dislike of mathematics include mathematics anxiety, low learning motivation, lack of self-confidence, negative perceptions of mathematics, academic pressure, and unengaging learning methods.

KECENDERUNGAN PEMIKIRAN GURU MATEMATIKA DALAM PERSPEKTIF FORMALISME DAN INTUISIONALISME Citra Safitri, Meiyta; Nurul Bidayah, Rosalina; Badu Kusuma, Anggun
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026 Publish
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.52164

This study aims to analyze the tendency of mathematics teachers’ thinking from the perspectives of formalism and intuitionism and their influence on the mathematics learning process. Formalism views mathematics as a formal system composed of symbols, axioms, definitions, and strict logical rules, whereas intuitionism views mathematics as a mental construction developed through intuition and individual experience. This study employed a qualitative method with a library research approach. Data were obtained from books, scientific journals, and previous studies related to the philosophy of mathematics and mathematics education. The results of the study indicate that most mathematics teachers still tend to apply a formalistic approach in teaching, characterized by teacher-centered learning, the use of standard procedures, emphasis on correct answers, and outcome-based evaluation. However, intuitionistic approaches have begun to develop through exploratory learning, problem-solving activities, and independent concept construction by students. The formalistic approach has advantages in developing logical and systematic thinking skills, but it may reduce students’ creativity and conceptual understanding. On the other hand, intuitionism can improve creativity, conceptual understanding, and students’ reasoning abilities, although it still requires formal validation to avoid misconceptions. In addition, curriculum demands, evaluation systems, teachers’ learning experiences, and pedagogical competence also influence teachers’ tendencies in mathematics teaching. Therefore, the integration of formalism and intuitionism is necessary to create balanced and meaningful mathematics learning.

MENGURANGI ABSOLUTISME DALAM PENDIDIKAN MATEMATIKA MODERN: PERSPEKTIF DARI DIALEKTIKA SOSIAL DAN KONSTRUKTIVISME Nur Safinatunnajah, Rusyda; Fitria Ramadhani, Laela; Badu Kusuma, Anggun
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026 Publish
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.53214

This study aims to analyze the dominance of absolutism in modern mathematics education and to examine the perspectives of social dialectics and constructivism as alternative solutions to mitigate it. Absolutism in mathematics education treats knowledge as an absolute truth that cannot be questioned, thereby creating a learning environment that is passive, indoctrinating, and irrelevant to students’ lives. The research method employed is a systematic literature review (SLR) of scientific articles indexed in SINTA and reputable international journals published between 2021 and 2026. The findings indicate that absolutism has been shown to hinder students’ cognitive development and foster aversion toward mathematics. Conversely, the social constructivist and social dialectic approaches, integrated through the Realistic Mathematics Education (RME), Problem-Based Learning (PBL), and ethnomathematics models, are capable of transforming mathematics into a discipline that is humanistic, contextual, and democratic. The implication of this research is the need for a comprehensive philosophical reorientation in mathematics curriculum and pedagogy in Indonesia

TINJAUAN LITERATUR SISTEMATIS: IMPLEMENTASI PROBLEM BASED LEARNING DALAM PEMBELAJARAN MATEMATIKA Nayara Adya Assatin; Kusuma, Anggun Badu
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 Nomor 02, Juni 2026 Public
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.53583

Mathematics education plays an important role in improving students' mathematical abilities, including critical thinking, problem-solving, reasoning, literacy, communication, and conceptual understanding. However, students' mathematical abilities are still relatively low. Therefore, innovation in learning is needed, one of which is through the implementation of the Problem-Based Learning (PBL) model. This study aims to evaluate the impact of PBL on students' mathematical abilities and to examine the types of learning media, both technology-based and concrete media, that are suitable for supporting the PBL model. The method employed in this study was a Systematic Literature Review (SLR) using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) approach through article searches in Google Scholar. A total of 44 relevant articles were selected through the screening process. The findings indicate that PBL has a positive impact on students' mathematical abilities, including deeper conceptual understanding, the ability to identify and apply appropriate calculation concepts, the proper use of mathematical language, and increased confidence in solving problems. Furthermore, the implementation of PBL supported by learning media also produces positive outcomes, as it has been shown to enhance learning effectiveness and student engagement. Therefore, the PBL model, when integrated with appropriate learning media, can serve as an effective approach to improving the effectiveness of mathematics learning and students' mathematical abilities.

Faktor Penyebab dan Strategi Mengatasi Kecemasan Matematika dalam Pembelajaran: Systematic Literature Review Nasywa Alya Syafitri; Kusuma, Anggun Badu
PEDAGOGIC: Indonesian Journal of Science Education and Technology Vol. 6 No. 3 (2026): PEDAGOGIC: Indonesian Journal of Science Education and Technology
Publisher : Lembaga Intelektual Muda (LIM) Maluku

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54373/ijset.v6i3.5778

Mathematics anxiety is an uncomfortable feeling such as worry, fear, and tension when students face a mathematics test. This study aims to identify the factors that cause mathematics anxiety and effective strategies to overcome it in mathematics learning. The method used is a Systematic Literature Review (SLR) with the PRISMA approach, which includes the stages of identification, screening, eligibility, and inclusion. Data were obtained from 75 articles sourced from Google Scholar, then selected based on inclusion and exclusion criteria until 40 suitable articles were obtained. Data analysis was carried out qualitatively through content analysis techniques by grouping the findings into categories of causal factors and strategies for overcoming mathematics anxiety. The results of the study indicate that mathematics anxiety is influenced by internal factors, such as self-confidence, cognitive abilities, and emotional conditions, as well as external factors, such as teaching methods, the learning environment, and learning pressure. Mathematics anxiety has been shown to negatively impact the process and outcomes of student learning. Therefore, appropriate strategies are needed to overcome it, including through the implementation of varied and enjoyable learning, the use of visual thinking strategies, student-centered learning, the implementation of active learning in the classroom, the creation of a comfortable learning atmosphere, and support through training programs and parental guidance. However, this research was based solely on a literature review without involving direct field data. Therefore, it is recommended that further research be conducted directly in the field to obtain more accurate results on students' math anxiety

Co-Authors Adita, Arum Agus Maman Abadi Ahmad Ahmad Ahmad Ahmad Akhmad Jazuli Alfisyahputri Anugraeni Anthony Saputra Anton Jaelani Aprilina, Amanda Arifin Suryo Nugroho Astri Utami Astria, Restu Burhannurfirdaus Abdulah Citra Safitri, Meiyta Deka, Silvia Dela Citra Sabrina DEWI RAHMAWATI Dewi, Resti Putri Rahma Eka Setyaningsih Eka Setyaningsih Eka Setyaningsih Eka Yanuar Ramadhani Erni Widyastuti, Erni Fadila, Meyla Tri Farida Hanum Farida Hanum Fathur Satya Adiguna Faza, Aruni Fira Nur Setiyana Fira Nur Setiyana Fitria Ramadhani, Laela Fitrianto Eko Subekti Gunawan Gunawan Gunawan Gunawan Hanifah Dwi Sulistiowati Hasna Ainun Fauziyyah Heri Retnawati Indra Tri Buana Intan Aulia Khofifatul Amri Kusno Kusno Leisita Sherly Cendana Linda Safitri Lisa Ririn Handayani Listyani, Erlin Mauliyana, Dini Nur Mega Fatimah Rosana Narunita, Witsuka Jati Nasywa Alya Syafitri Nayara Adya Assatin Nena Meilan Nur Safinatunnajah, Rusyda Nurfitriani, Dian Ageng Nurul Bidayah, Rosalina Prabu Biyatmoko Prestisdiva, Hazima Najla Putri Prastanti Putri, Hilda Abelia Waluyo Ramadhani, Eka Yanuar Reni Untarti Restu Dwi Rahman Risnani, Listika Yusi Rizki Nizar Abdillah Sabrina, Dela Citra Sinta Nuraeni Siti Ayu Wulandari Siti Nur Afifah Syafa Helena Assagaf Tadqiroh, Alfiatun Tetra Hajar Nuraeni Unzila Mega Sofyana Varialya Kayla Azzahra WAHYUNINGTYAS, LATHIFAH Yoka Agry Sativa

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