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All Journal Jurnal IKA Jurnal EDUCATIO: Jurnal Pendidikan Indonesia Takuana: Jurnal Pendidikan, Sains, dan Humaniora Jurnal Prasasti Ilmu
Gst. Ayu Mahayukti
Universitas Pendidikan Ganesha
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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PENERAPAN PEMBELAJARAN BERORIENTASI KEARIFAN LOKAL DENGAN SISTEM DALAM JARINGAN UNTUK MENINGKATKAN PRESTASI BELAJAR MATEMATIKA SISWA KELAS VIII Pande Putu Ernawati; I Gusti Nyoman Yudi Hartawan; Gst. Ayu Mahayukti
Jurnal IKA Vol. 21 No. 1 (2023)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ika.v21i1.47963

Abstract

Penerapan pembelajaran berorientasi kearifan lokal dalam proses pembelajaran matematika merupakan usaha sadar yang terencana melalui penggalian dan pemanfaatan potensi daerah setempat secara aktif dalam upaya mewujudkan suasana belajar dalam proses pembelajaran, agar peserta didik aktif dalam mengembangkan potensi dirinya untuk memiliki keahlian, pengetahuan, dan sikap dalam upaya ikut seta membangun bangsa dan negara. Penelitian ini bertujuan untuk meningkatkan potensi belajar matematika siswa melalui penerapan pembelajaran berorientasi kearifan lokal dengan sistem dalam jaringan di kelas VIII F SMP Negeri 5 Singaraja. Tahun ajaran 2021/2022 sebanyak 34 siswa, Penelitian ini berjenis penelitian tindakan kelas. Instrumen dalam penelitian ini berupa tes prestasi belajar matematika siswa berbentuk tes uraian dan non tes berupa angket tanggapan siswa untuk mengetahui tanggapan siswa. Pada siklus I, rata-rata skor prestasi matematika sebesar 52,8 dengan ketuntasan belajar secara klasikal yaitu 20,6%, lalu pada siklus II rata-rata skor prestasi belajar matematika meningkat menjadi 68,04 dengan ketuntasan belajar secara klasikal yaitu 44,1%, dan pada siklus III rata-rata skor prestasi belajar matematika meningkat menjadi 75,82 dengan ketuntasan belajar secara klasikal yaitu 82,4%. Dari pelaksanaan dengan 3 siklus didapatkan hasil bahwa model pembelajaran kearifan lokal dengan sistem dalam jaringan mampu meningkatkan prestasi belajar matematika siswa dan siswa menanggapi positif proses pembelajaran dengan menerapkan model ini.
Konsep-Konsep Matematika pada Alat Musik Tradisional Indonesia dalam Perspektif Etnomatematika S. Pt. Oka Pradnya Pratama; Putu Kartika Dewi; Gede Suweken; Gst. Ayu Mahayukti; I Made Ardana
Takuana: Jurnal Pendidikan, Sains, dan Humaniora Vol. 5 No. 1 (2026): Takuana (April-June)
Publisher : MAN 4 Kota Pekanbaru

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56113/takuana.v5i1.578

Abstract

Ethnomathematics is a field of study that connects mathematical concepts with cultural practices and has the potential to serve as a contextual approach to learning. Traditional musical instruments, as cultural heritage, embody various mathematical concepts that can enrich educational practices. This study aims to identify and analyze ethnomathematical concepts embedded in traditional musical instruments through a Systematic Literature Review (SLR). Following the established inclusion criteria, 11 scholarly articles were selected and synthesized. The findings show that geometric concepts, particularly circles, cylinders, and cones, are the most frequently identified in the structures of traditional musical instruments. Other concepts include arithmetic sequences, number patterns, mathematical modeling, and mathematical relationships reflected in rhythmic patterns. These findings indicate that traditional musical instruments contain diverse mathematical structures with strong potential for contextual and meaningful mathematics learning. However, most existing studies remain exploratory and descriptive. This review provides a comprehensive synthesis of ethnomathematical concepts in traditional musical instruments while highlighting opportunities for future research on their effectiveness in mathematics education.
STRATEGI METAKOGNITIF DALAM PEMBELAJARAN MATEMATIKA DAN DAMPAKNYA TERHADAP PENALARAN MATEMATIS SISWA: SYSTEMATIC LITERATURE REVIEW Ni Nyoman Lena Adisaraswathi; I Gst Putu Sudiarta; Gede Suwekan; Gst. Ayu Mahayukti; Ni Made Sri Mertasari
Jurnal Prasasti Ilmu Vol. 6 No. 2 (2026): Jurnal Prasasti Ilmu
Publisher : Universitas Muria Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24176/jpi.v6i2.17222

Abstract

This article examines the influence of metacognitive strategies in mathematics learning, particularly on students’ mathematical reasoning ability, through a Systematic Literature Review (SLR) approach guided by the PRISMA framework, consisting of identification, screening, eligibility, and inclusion stages. The data were obtained from scientific articles published between 2020-2026 through Google Scholar, Publish or Perish, and ResearchGate. In the identification stage, 673 articles were initially retrieved. These articles were then selected based on predetermined inclusion and exclusion criteria, including their relevance to metacognitive strategies in mathematics learning, their connection to mathematical ability or mathematical reasoning, the publication year range, and the availability of full-text articles. After the screening and eligibility assessment processes, 21 articles were selected for further analysis. The data were analyzed by reviewing, categorizing, and synthesizing the findings from the relevant studies. The results indicate that metacognitive strategies have a positive impact on mathematics learning by assisting students in planning problem-solving procedures, monitoring their thinking processes, and evaluating their answers. These strategies also contribute to the improvement of students’ mathematical reasoning ability, as reflected in their capacity to understand problems, construct arguments, connect mathematical concepts, examine solution steps, and draw logical conclusions. The effectiveness of metacognitive strategies is influenced by several factors, including students’ prior ability, mathematics anxiety, self-regulated learning, and support from the learning environment. With appropriate implementation, metacognitive strategies can serve as an effective instructional alternative for developing students’ mathematical abilities, particularly mathematical reasoning.
Unraveling the cognitive pathway: how critical thinking mediates the impact of anxiety and self-efficacy on informatics achievement in early adolescence Muhammad Alwan Nursuhaida; I Nyoman Jampel; Komang Setemen; I Gusti Ngurah Pujawan; Gst. Ayu Mahayukti
Jurnal EDUCATIO: Jurnal Pendidikan Indonesia Vol. 11 No. 2 (2025): Jurnal EDUCATIO: Jurnal Pendidikan Indonesia
Publisher : Indonesian Institute for Counseling, Education and Therapy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/1202526656

Abstract

Informatics education in early adolescence demands high-order cognitive skills, yet student performance is frequently impeded by psychological barriers such as anxiety and low self-efficacy. While the direct effects of these factors are known, the specific cognitive mechanisms through which they influence academic achievement remain underexplored. This study investigates the structural pathways connecting anxiety and self-efficacy to informatics learning outcomes, specifically examining the mediating role of critical thinking skills. A predictive correlational design was employed involving 109 seventh-grade students. Data were collected using validated psychological scales and cognitive tests, then analyzed using path analysis to test the mediation hypothesis. The findings demonstrate that anxiety does not merely correlate with lower grades but significantly degrades critical thinking capabilities (cognitive interference). Conversely, self-efficacy acts as a predictor for the activation of these skills (cognitive facilitation). Crucially, critical thinking skills were found to significantly mediate the impact of both psychological factors on learning outcomes. These results suggest that emotional states influence informatics achievement primarily by modulating a student's capacity for algorithmic reasoning. Consequently, effective pedagogy must integrate psychological scaffolding to preserve the cognitive resources required for complex problem-solving.
Co-Authors Gede Suwekan Gede Suweken I Gst Putu Sudiarta I Gusti Ngurah Pujawan I Gusti Nyoman Yudi Hartawan I Made Ardana I Nyoman Jampel Komang Setemen Muhammad Alwan Nursuhaida Ni Made Sri Mertasari Ni Nyoman Lena Adisaraswathi Pande Putu Ernawati Putu Kartika Dewi S. Pt. Oka Pradnya Pratama