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All Journal Kreano, Jurnal Matematika Kreatif-Inovatif JURNAL E-DUMATH AKSIOMA: Jurnal Program Studi Pendidikan Matematika Phenomenon : Jurnal Pendidikan MIPA JIPMat (Jurnal Ilmiah Pendidikan Matematika) PRISMA Numeracy : Jurnal Ilmiah Pendidikan Matematika INSPIRAMATIKA Jurnal Basicedu Idaarah: Jurnal Manajemen Pendidikan de Fermat : Jurnal Pendidikan Matematika JagoMIPA: Jurnal Pendidikan Matematika dan IPA Edukasia: Jurnal Pendidikan dan Pembelajaran Jurnal Basicedu Prosiding Seminar Nasional Pascasarjana Proceeding of International Conference on Science, Education, and Technology Journal of Medives: Journal of Mathematics Education IKIP Veteran Semarang Hipotenusa: Journal of Mathematical Society Eduma : Mathematics Education Learning and Teaching
Dr. Masrukan, Dr.
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Religion Biochemistry, Genetics & Molecular Biology Chemistry Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Library & Information Science Mathematics Physics Social Sciences Other

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Analysis of the Creative Thinking Process of Kineesthetic Students in Solving Arritmatic Sequences and Series Problems with the Help of Congklak Media Based on Wallas Stages Nuranita Adiastuty; Budi Waluya; Iwan Junaedi; Masrukan Masrukan; Evi Herayani; Nunu Nurhayati
International Conference on Science, Education, and Technology Vol. 8 (2022)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study aims to describe the creative thinking process of kinesthetic students in solving arithmetic sequences and series problems with the help of congklak media based on the Wallas stages. The research method used is descriptive qualitative. The subjects of this study consisted of four students of class XI MIPA 5 SMAN 3 Kuningan who were selected using a purposive sampling technique based on the highest kinesthetic learning style questionnaire score. Data was collected through questionnaires, tests, interviews, and observations. The triangulation used is time and technique triangulation. The results showed that: (a) at the preparation stage the four subjects were able to identify problems carefully, completely, and accurately; (b) at the incubation stage, one subject asked the researcher about the concept of an arithmetic sequence, this activity is a stage where the subject looks for a relationship between the concept of an arithmetic sequence and the information contained in the problem so that the subject is able to generate other solutions that are different from what the three thinkers think. another subject; (c) at the illumination stage, the four subjects have a strong will and effort to find alternative solutions to the problems given; and (d) at the verification stage, two subjects were able to get more than one alternative answer idea for each given question, while the other two subjects had not been able to find alternative ideas/other solutions to some of the questions given.
DEVELOPMENT OF PROJECT BASED OUTDOOR LEARNING TOOLS IN GEOMETRY TO IMPROVE STUDENTS' PROBLEM SOLVING ABILITY Masrukan Masrukan; Ernita Ernita
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 13, No 3 (2024)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v13i3.8500

Abstract

The teaching tools are crucial for teachers in delivering instructional material. However, the development of learning tools that meet content standards and are of high quality is still quite rare. This research aims to develop and evaluate the quality of Project-Based Outdoor Learning (PjBOL) tools for geometry to enhance problem-solving skills. The research sample consists of students from classes VII D and VII E at SMP Negeri 2 Ungaran. The research method used is Research and Development with the Four-D model: Define, Design, Develop, Disseminate. The research instruments include expert assessment sheets, student response sheets, and problem-solving ability tests. Data analysis focuses on validity, practicality, and effectiveness. The results indicate that: (1) the developed PjBOL tools include Learning Objectives Flow, Teaching Modules, and Learning Materials for geometry to enhance problem-solving skills; and (2) the PjBOL tools are of high quality as they meet the criteria of validity, practicality, and effectiveness. The test results show that the problem-solving abilities of students using PjBOL are higher in average and proportion compared to those using Discovery Learning, and there is an improvement in students' problem-solving abilities. Based on these findings, PjBOL tools effectively enhance problem-solving skills. Perangkat pembelajaran merupakan alat yang sangat penting untuk guru dalam menyampaikan materi ajar. Namun pengembangan perangkat pembelajaran yang sesuai dengan standar isi dan berkualitas masih sangat jarang dilakukan. Penelitian ini bertujuan untuk mengembangkan dan menguji kualitas perangkat Project Based Outdoor Learning (PjBOL) materi Geometri untuk meningkatkan kemampuan pemecahan masalah. Sampel penelitian yaitu peserta didik kelas VII D dan VII E SMP Negeri 2 Ungaran. Metode penelitian adalah Research and Development dengan model Four-D yakni Define, Design, Develop, Disseminate. Instrumen penelitian yang digunakan yaitu lembar penilaian ahli, lembar respon peserta didik, dan tes kemampuan pemecahan masalah. Analisis data yang dilakukan adalah kevalidan, kepraktisan, dan keefektifan. Hasil penelitian menunjukkan bahwa; (1) perangkat PjBOL yang dikembangkan meliputi Alur Tujuan Pembelajaran, Modul Ajar, dan Bahan Ajar materi Geometri untuk meningkatkan kemampuan pemecahan masalah, dan (2) perangkat PjBOL berkualitas karena memenuhi kriteria valid, praktis, dan efektif dengan hasil tes tuntas secara klasikal, rata-rata dan proporsi kemampuan pemecahan masalah peserta didik dengan PjBOL lebih dari rata-rata dan proporsi kemampuan pemecahan masalah peserta didik dengan Discovery Learning, serta terdapat peningkatan pada kemampuan pemecahan masalah peserta didik. Berdasarkan hasil penelitian, perangkat PjBOL mampu meningkatkan kemampuan pemecahan masalah. 
Meta-Synthesis: Improving Mathematical Problem-Solving Skills Through Problem-Based Learning Models Irma Nilta Muna; Masrukan Masrukan; Scolastika Mariani; Isnaeni Rosyida
EduMa: Mathematics education learning and teaching Vol. 14 No. 2 (2025)
Publisher : Jurusan Tadris Matematika UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/zve7bd71

Abstract

Mathematical problem-solving skills are an essential component of mathematics education and support the achievement of Sustainable Development Goal (SDG) 4 on Quality Education. Indonesian students still demonstrate relatively low performance in mathematics. According to the 2022 Programme for International Student Assessment (PISA), Indonesia achieved an average mathematics score of 379, ranking 68th out of 76 countries. This result highlights a substantial gap between expected global mathematical competencies and actual student performance. Innovative learning approaches are required to improve students’ abilities not only in obtaining correct answers but also in understanding, analyzing, and solving problems independently. One promising approach is Problem-Based Learning, which emphasizes contextual problems and student-centered learning. This study employed a Systematic Literature Review using the PRISMA framework to ensure a transparent and systematic literature selection process. A total of 210 articles were identified from Google Scholar, ScienceDirect, and DOAJ databases. After applying inclusion and exclusion criteria, 10 articles published between 2020 and 2025 were selected and analyzed using thematic synthesis techniques. The analysis focused on improving mathematical problem-solving skills and evaluating the effectiveness of the PBL model. The findings revealed that the implementation of PBL had a positive and significant impact on students’ mathematical problem-solving skills across elementary, junior high, and senior high school levels. In addition, PBL enhanced students’ conceptual understanding and collaboration skills, making it an effective strategy for mathematics learning.
Mathematical Numeracy Analysis Based on Learning Style in PBL With Differentiation E-Module Triyono Triyono; Masrukan Masrukan; Bambang Eko Susilo
PRISMA Vol. 15 No. 1 (2026): PRISMA
Publisher : Universitas Suryakancana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35194/jp.v15i1.6176

Abstract

This study aims to examine the effectiveness of Problem-Based Learning assisted by differentiated e‑modules in enhancing junior high school students’ mathematical numeracy and to analyse numeracy development from the perspective of students’ learning styles. A mixed methods approach with a sequential explanatory design was employed. Quantitative data were collected using a quasi‑experimental pretest–posttest control group design, followed by qualitative data obtained through classroom observations and semi‑structured interviews. Participants consisted of Grade VIII students from a public junior high school in Indonesia. The quantitative results show that the experimental group achieved a higher increase in mathematical numeracy scores (from M = 58.75 to M = 78.63) compared to the control group (from M = 59.21 to M = 69.03). An independent sample t‑test revealed a statistically significant difference in posttest scores between the two groups (p = 0.001). In addition, learning mastery in the experimental group (84.37%) exceeded that of the control group (65.62%). Qualitative findings indicate that differentiated e‑modules effectively supported engagement and understanding across visual, auditory, and kinesthetic learning styles. This study demonstrates that the integration of PBL, learning‑style‑based differentiation, and e‑module assistance produces a cumulative effect on students’ mathematical numeracy. The findings contribute empirical evidence for designing inclusive, problem‑oriented, and digitally supported mathematics instruction.
Assessing the Competence of Prospective Mathematics Teachers in Technology-Enhanced Differentiated Instruction for Inductive Learning Enika Wulandari; YL Sukestiyarno; Scolastika Mariani; Masrukan
Hipotenusa: Journal of Mathematical Society Vol. 7 No. 2 (2025): Hipotenusa: Journal of Mathematical Society
Publisher : Program Studi Tadris Matematika Universitas Islam Negeri (UIN) Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/hipotenusa.v7i2.5477

Abstract

The demands of 21st-century pedagogical competencies necessitate that Prospective Mathematics Teachers (PMTs) be proficient in the integrated application of technology and differentiation. This study aims to assess the competence of PMTs in implementing technology-enhanced differentiated instruction within an inductive learning framework, evaluated through seven key elements referencing the frameworks of Prince & Felder and Tomlinson. Utilizing a descriptive qualitative approach, this study analyzed in-depth peer teaching video recordings from the entire cohort of 15 students in a mathematics education program. The novelty of this research lies in its focus on the integrated operationalization of these three complex pedagogical elements. Data analysis was conducted rigorously using the interactive model of Miles, Huberman, and Saldana, supported by source triangulation to ensure the credibility of the findings. The results indicate that PMTs achieved high competence in inductive learning and differentiation (implemented by 93%–100% of PMTs). However, the implementation of technology-enhanced learning showed significant variance, being adequately achieved by only 67% of PMTs. It is concluded that while PMT training is robust in instructional design and differentiation strategies, the integration of technological tools requires further optimization and focused development to meet the demands of 21st-century skills.
Eksplorasi Pemanfaatan Chatbot Berbasis Kecerdasan Buatan dalam Pembelajaran Geometri di Sekolah Internasional Bagus Surya Maulana; Masrukan Masrukan; Adi Nur Cahyono
JagoMIPA: Jurnal Pendidikan Matematika dan IPA Vol. 6 No. 3 (2026): JagoMIPA: Jurnal Pendidikan Matematika dan IPA
Publisher : Yayasan Pendidikan Bima Berilmu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53299/jagomipa.v6i3.4628

Abstract

Perkembangan teknologi Artificial Intelligence (AI) telah menghadirkan berbagai inovasi dalam dunia pendidikan, termasuk penggunaan chatbot sebagai media pendukung pembelajaran. Meskipun demikian, penelitian mengenai pemanfaatan chatbot berbasis AI dalam pembelajaran geometri, khususnya di sekolah internasional, masih terbatas. Oleh karena itu, penelitian ini bertujuan untuk mengeksplorasi penggunaan chatbot berbasis Artificial Intelligence dalam pembelajaran geometri di sekolah internasional, terutama dalam meningkatkan keterlibatan siswa, pemahaman prosedural, dan pemahaman konseptual. Penelitian ini menggunakan pendekatan kualitatif dengan desain studi kasus yang melibatkan lima siswa dan satu guru matematika pada jenjang sekolah menengah. Data dikumpulkan melalui lembar kerja siswa, observasi kelas, wawancara semi-structured, serta kuesioner sebagai data pendukung untuk memperoleh pemahaman yang komprehensif mengenai pengalaman belajar siswa. Analisis data dilakukan menggunakan model Miles dan Huberman yang mencakup reduksi data, penyajian data, dan penarikan kesimpulan, serta diperkuat dengan teknik thematic coding untuk mengidentifikasi tema-tema utama yang muncul dari data. Hasil penelitian menunjukkan bahwa chatbot berbasis AI efektif sebagai alat bantu pembelajaran dalam meningkatkan keterlibatan siswa dan pemahaman prosedural. Namun, pengaruhnya terhadap pemahaman konseptual masih terbatas karena siswa cenderung mengikuti langkah-langkah penyelesaian tanpa memahami konsep secara mendalam. Oleh karena itu, penggunaan chatbot perlu diintegrasikan secara pedagogis dengan peran aktif guru untuk mendukung pembelajaran yang lebih bermakna. Penelitian selanjutnya disarankan untuk melibatkan jumlah partisipan yang lebih besar, menggunakan desain penelitian campuran (mixed methods), serta mengkaji strategi integrasi chatbot yang dapat meningkatkan pemahaman konseptual siswa secara lebih optimal.
A Hypothetical Learning Trajectory Design for Social Arithmetic to Fostering Computational Thinking and Self-Regulated Learning Abilities Santika Lya Diah Pramesti; Scolastika Mariani; Putriaji Hendikawati; Kartono Kartono; Masrukan Masrukan
EDUKASIA Jurnal Pendidikan dan Pembelajaran Vol. 6 No. 2 (2025): Edukasia: Jurnal Pendidikan dan Pembelajaran
Publisher : LP. Ma'arif Janggan Magetan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62775/edukasia.v6i2.1493

Abstract

This study aims to design a Hypothetical Learning Trajectory (HLT) on the topic of social arithmetic to address learning obstacles related to students’ computational thinking (CT) and self-regulated learning (SRL) abilities. Employing an Educational Design Research (EDR) approach, the study developed the Missouri Mathematics Open-Ended Problem-Based Learning (MiMOPBL) model supported by an e-module based on the Predict–Observe–Explain (POE) strategy. The HLT integrates CT and SRL by guiding students through prediction, observation, and explanation stages while solving open-ended contextual problems. Validation results confirmed that the instructional tools—including lesson plans, student worksheets, e-modules, CT and SRL instruments—are both valid and reliable. Content validity assessed using Aiken’s V showed values ranging from 0.80 to 0.98, while reliability testing using Cronbach’s Alpha indicated high internal consistency (SRL: α = 0.85; CT: α = 0.89; observation sheet: α = 0.88). These results indicate that the tools are suitable for use in mathematics classrooms. Although limited to the design phase and one topic, the study offers a structured, competency-based learning design that supports student engagement, problem-solving skills, and independent learning. Future research should explore the effectiveness of this learning design across various topics and student groups.
Co-Authors Achmad Buchori Adi Nur Cahyono Ani Rusilowati Arief Agoestanto Bagus Surya Maulana Bambang Eko Susilo Budi Waluya Budi Waluya Daroinis Sa’adah Dian Romadhina Dwijanto Dwijanto Ema Butsi Prihastari Ratna Widyaningrum, Ema Butsi Prihastari Enika Wulandari Ernita Ernita Evi Herayani Fauzi Wildad Irma Nilta Muna Isnaeni Rosyida Isti Hidayah Iwan Junaedi Kartono , Kuniasih, Ary Woro L W Paramita M. Fikri Nurhidayat Merry Wesna Muhammad Syaiful Rohman Syaiful Nuha, Muhammad 'Azmi Nunu Nurhayati Nuranita Adiastuty Nursiwi Nugraheni Putriaji Hendikawati Rina Dwi Setyawati Rochmad - S B Waluya Sa’adah, Daroinis Safa Agrita Hilsania Santika Lya Diah Pramesti Scolastika Mariani Suhito Suhito Suwarto Suwarto Triyono Triyono Tutut Widiastuti Anisa Vena Agustina Walid Wardono Wardono Wardono Wardono YL Sukestiyarno