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All Journal Juring (Journal for Research in Mathematics Learning) Prima: Jurnal Pendidikan Matematika Formatif : Jurnal Ilmiah Pendidikan MIPA
Yaya Sukjaya Kusumah
Indonesia University of Education
Education Mathematics

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IMPLEMENTATION OF GUIDED DISCOVERY LEARNING IN MATHEMATICS LEARNING CLASS X OF THE INDEPENDENT CURRICULUM: IMPLEMENTATION, CHALLENGES, AND IMPACTS Annisa Husnul Haq. MY; Yaya Sukjaya Kusumah; Tatang Herman; Nanang Priatna
Prima: Jurnal Pendidikan Matematika Vol. 10 No. 2 (2026): PRIMA : Jurnal Pendidikan Matematika
Publisher : FKIP Universitas Muhammadiyah Tangerang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31000/v0hdk837

Abstract

Studi ini meneliti implementasi model Pembelajaran Penemuan Terbimbing (Guided Discovery Learning) dalam pengajaran matematika kelas X di bawah Kurikulum Merdeka, dengan fokus pada implementasi pembelajaran, tantangan, dan dampaknya terhadap pembelajaran. Pendekatan deskriptif kualitatif digunakan, melibatkan seorang guru matematika dan siswa kelas X di sebuah sekolah menengah atas. Data dikumpulkan melalui observasi kelas, wawancara semi-terstruktur, dan dokumentasi. Observasi difokuskan pada implementasi tahapan Pembelajaran Penemuan Terbimbing, yaitu stimulasi, perumusan masalah, pengumpulan data, pengolahan data, verifikasi, dan generalisasi. Temuan menunjukkan bahwa Pembelajaran Penemuan Terbimbing diimplementasikan pada tingkat yang baik. Tahap stimulasi dan perumusan masalah dilakukan secara efektif dan mendukung keterlibatan aktif siswa dalam kegiatan pembelajaran. Namun, tahap generalisasi membutuhkan penguatan lebih lanjut melalui dukungan yang lebih terstruktur. Tantangan utama yang diidentifikasi meliputi keterbatasan waktu pengajaran, variasi kemampuan awal siswa, dan ketergantungan siswa pada kebiasaan belajar yang berpusat pada guru. Lebih lanjut, implementasi Pembelajaran Penemuan Terbimbing memberikan kontribusi positif terhadap pembelajaran matematika, yang tercermin dalam peningkatan partisipasi siswa, peningkatan kepercayaan diri dalam mengekspresikan ide, dan pemahaman konseptual yang lebih dalam. Temuan ini menunjukkan bahwa Pembelajaran Penemuan Terbimbing (Guided Discovery Learning) adalah model pembelajaran yang sesuai untuk mendukung pembelajaran matematika yang berpusat pada siswa, sejalan dengan Kurikulum Merdeka.
Integrating STEAM Learning to Enhance Mathematical Creativity of Pre-service Teacher Students: A Systematic Literature Review (2020–2025) Finola Marta Putri; Yaya Sukjaya Kusumah; Dadang Juandi; Kusnandi
Juring (Journal for Research in Mathematics Learning) Vol. 9 No. 2 (2026)
Publisher : Universitas Islam Negeri Sultan Syarif Kasim Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24014/wb2nhh38

Abstract

This study aims to systematically analyze how the integration of STEAM (Science, Technology, Engineering, Arts, and Mathematics) learning contributes to increasing mathematical creativity among prospective mathematics teachers. The method used is a Systematic Literature Review (SLR) following the PRISMA 2020 protocol for the period 2020–2025. The search was conducted in two main databases — ERIC and Scopus — using a strictly defined search string. A supplementary manual search for the period 2020–2021 was conducted in ERIC to address the platform's filter limitation. From a total of 192 identified articles, after duplicate removal, title-abstract screening, and the application of strict inclusion-exclusion criteria — specifically requiring that research subjects are prospective mathematics or STEM teachers with an explicit mathematical component — six final articles were obtained that met all criteria. Quality assessment was conducted using an adapted Mixed Methods Appraisal Tool (MMAT). The results of thematic synthesis indicate that: (1) Project-Based Learning (PBL) emerged as the most frequently employed STEAM approach across the reviewed studies, though its relative superiority over other approaches should be interpreted with caution given the small sample size; (2) the components of mathematical creativity most frequently developed include creative thinking, design creativity, and creative problem solving; and (3) all six studies reported positive impacts of STEAM integration on the mathematical creativity of prospective teachers across various national contexts. These findings carry important implications for the development of more innovative, collaborative, and STEAM-integrated mathematics teacher education curricula, particularly in designing STEAM-PBL frameworks where mathematics serves as the intellectual core.
Enhancing Junior High School Students' Numeracy through the Implementation of the GASING Learning Method Makdar Anwar; Yaya Sukjaya Kusumah; Nanang Priatna
Formatif : Jurnal Ilmiah Pendidikan MIPA Vol. 16 No. 1 (2026): Formatif: Jurnal Ilmiah Pendidikan MIPA
Publisher : Universitas Indraprasta PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/formatif.v16i1.1992

Abstract

Numeracy is one of the essential skills for students in the 21st century, as it represents an individual's ability to apply mathematical concepts and skills, especially integers in everyday life and was the major domain in PISA 2022. However, in reality, Indonesia ranked 69th out of 80 countries in PISA 2022, indicating that Indonesian students' mathematical abilities, especially in numeracy, remain far below expectations. The GASING learning method offers a potential solution to address this issue. This study aims to analyze enhancement in junior high school students' numeracy using the GASING learning method. This research is quantitative in nature, employing a quasi-experimental method with a pretest-posttest control group design. The sample consisted of 98 junior high school students from Morotai Island Regency, selected via purposive sampling. Data were collected through written numeracy tests. The pretest and posttest scores were used to calculate each student's N-Gain value, followed by an independent t-test. Based on the data analysis, the average N-Gain scores for the experimental and control groups were 0.81 (high category) and 0.61 (medium category), respectively. With α = 0.01, the t-test revealed a significant difference in numeracy enhancement between the experimental and control groups. In conclusion, the GASING learning method effectively enhances junior high school students' numeracy.
Co-Authors Annisa Husnul Haq. MY Dadang Juandi Faizah Nurwita Finola Marta Putri Kusnandi Makdar Anwar Nanang Priatna Tatang Herman