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All Journal Tadrib: Jurnal Pendidikan Agama Islam AKSIOMA Al-Jabar : Jurnal Pendidikan Matematika TA'DIBUNA: Jurnal Pendidikan Agama Islam MaPan : Jurnal Matematika dan Pembelajaran MATEMATIKA DAN PEMBELAJARAN Delta: Jurnal Ilmiah Pendidikan Matematika Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika JURNAL PENDIDIKAN MIPA Integral : Pendidikan Matematika Dedikasi: Jurnal Pengabdian Masyarakat PHI: Jurnal Pendidikan Matematika Hipotenusa : Journal of Mathematical Society Afeksi: Jurnal Penelitian dan Evaluasi Pendidikan IBTIDA : Jurnal Kajian Pendidikan Dasar Circle: Jurnal Pendidikan Matematika Edukasia: Jurnal Pendidikan dan Pembelajaran Circle: Jurnal Pendidikan Matematika Indonesian Journal of Islamic Elementary Education Asghar: Journal of Children Studies Journal of Medives: Journal of Mathematics Education IKIP Veteran Semarang Jurnal Pengabdian Inovasi Masyarakat Indonesia JDIME: Journal of Development and Innovation in Mathematics Education Blockchain Frontier Technology (BFRONT) Hipotenusa: Journal of Mathematical Society Eduma : Mathematics Education Learning and Teaching Al-Tarbiyah: Jurnal Pendidikan (The Educational Journal)
Santika Lya Diah Pramesti
UIN K.H. Abdurrahman Wahid Pekalongan
Religion Agriculture, Biological Sciences & Forestry Humanities Chemistry Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Education Environmental Science Languange, Linguistic, Communication & Media Library & Information Science Mathematics Mechanical Engineering Physics Social Sciences Other

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SELF-REGULATED LEARNING AND COMPUTATIONAL THINKING: ANALYZING THE PERFORMANCE OF JUNIOR HIGH SCHOOL STUDENTS ON PISA-LIKE PROBLEMS Pramesti, Santika Lya Diah; Dewi , Heni Lilia; Mariani, Scolastika; Amrina, Dava
MATEMATIKA DAN PEMBELAJARAN Vol. 13 No. 2 (2025): MATEMATIKA DAN PEMBELAJARAN
Publisher : IAIN Ambon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33477/mp.v13i2.11343

Abstract

This study investigates the relationship between self-regulated learning (SRL) and computational thinking (CT) in solving PISA-like mathematics problems among junior high school students. Using a qualitative descriptive design, data were collected from 33 ninth-grade students through SRL questionnaires, PISA-like problem-solving tasks, think-aloud protocols, and semi-structured interviews. Students were categorized into three SRL levels: high (12.12%), medium (72.73%), and low (15.15%), with two students from each level selected for in-depth analysis. The analysis focused on four CT indicators: decomposition, pattern recognition, abstraction, and algorithmic thinking. Results showed that students with high SRL demonstrated strong CT performance across all indicators, especially in abstraction and algorithmic thinking. Medium-SRL students showed moderate CT ability, though with inconsistencies in strategy and reasoning. Students with low SRL exhibited weak CT skills and lacked systematic problem-solving approaches. These findings highlight the significant role of SRL in supporting students' ability to apply CT in complex mathematical contexts. Future studies may explore digital SRL scaffolding tools to enhance CT development across diverse mathematical domains.
The Interplay of Talent, Interest, and Teaching Competence: A SEM-PLS Analysis of Pre-Service Mathematics Teachers Lestiana, Herani Tri; Pramesti, Santika Lya Diah
Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Vol. 9 No. 3 (2025): November
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/pd596x85

Abstract

Based on Expectancy-Value Theory, talent and interest are often assumed to relate to individual competence. However, few studies have examined talent, interest, and competence simultaneously using SEM-PLS. This study analyzed the direct and indirect relationships among talent, interest, and the teaching competence of prospective mathematics teachers using SEM-PLS. The participants were 87 fifth-semester students in the Mathematics Education Department at UIN Siber Syekh Nurjati Cirebon. Data were collected through an interest questionnaire, a talent test, and teaching-competence observations. The results indicated that talent had a positive but non-significant effect on interest (coefficient = 0.487; p = 0.127) and on teaching competence (coefficient = 0.236; p = 0.531). Interest showed a negative but non-significant effect on teaching competence (coefficient = -0.243; p = 0.289). The mediation test also showed that interest did not significantly mediate the effect of talent on teaching competence (indirect coefficient = -0.118; p = 0.369). The explained variance was 0.237 for interest and 0.059 for competence, indicating that the model accounted for only a small proportion of variance. These findings suggest that teaching competence is more likely shaped through experience and social interaction in educational settings than as a direct outcome of talent or interest. The lack of significant relationships highlights the complexity of teaching-competence development. Practically, teacher education institutions should support talent and interest exploration while strengthening competence development through structured mentoring, early career exploration workshops, and systematic talent identification.
The Interplay of Talent, Interest, and Teaching Competence: A SEM-PLS Analysis of Pre-Service Mathematics Teachers Lestiana, Herani Tri; Pramesti, Santika Lya Diah
Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Vol. 9 No. 3 (2025): November
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/pd596x85

Abstract

Based on Expectancy-Value Theory, talent and interest are often assumed to relate to individual competence. However, few studies have examined talent, interest, and competence simultaneously using SEM-PLS. This study analyzed the direct and indirect relationships among talent, interest, and the teaching competence of prospective mathematics teachers using SEM-PLS. The participants were 87 fifth-semester students in the Mathematics Education Department at UIN Siber Syekh Nurjati Cirebon. Data were collected through an interest questionnaire, a talent test, and teaching-competence observations. The results indicated that talent had a positive but non-significant effect on interest (coefficient = 0.487; p = 0.127) and on teaching competence (coefficient = 0.236; p = 0.531). Interest showed a negative but non-significant effect on teaching competence (coefficient = -0.243; p = 0.289). The mediation test also showed that interest did not significantly mediate the effect of talent on teaching competence (indirect coefficient = -0.118; p = 0.369). The explained variance was 0.237 for interest and 0.059 for competence, indicating that the model accounted for only a small proportion of variance. These findings suggest that teaching competence is more likely shaped through experience and social interaction in educational settings than as a direct outcome of talent or interest. The lack of significant relationships highlights the complexity of teaching-competence development. Practically, teacher education institutions should support talent and interest exploration while strengthening competence development through structured mentoring, early career exploration workshops, and systematic talent identification.
Migration of Blockchain Systems to Quantum Resistant Security ECDSA vs NIST MLDSA Pramesti, Santika Lya Diah; Tanjung, Yul Ifda; Aulia, Azwani; Ramadhan, Muhammad Rafly; Versie, Ikyboy Van
Blockchain Frontier Technology Vol. 5 No. 2 (2026): Blockchain Frontier Technology
Publisher : IAIC Bangun Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34306/bfront.v5i2.944

Abstract

The advent of cryptographically relevant quantum computers poses an existential threat to the security foundations of contemporary blockchain networks, which predominantly rely on the ECDSA for transaction authorization and identity management. Shor’s quantum algorithm can solve the underlying mathematical problems of ECDSA in polynomial time, rendering current ledgers vulnerable to catastrophic asset theft. This study aims to examine the implications of quantum computing on blockchain security by positioning ECDSA and ML-DSA as two generational digital signature standards within the evolving cryptographic landscape. The analysis is conducted through a standards-based comparative approach, focusing on the formal specifications and security objectives outlined in the U.S. NIST post-quantum cryptographic standard FIPS 204. The findings indicate that ECDSA and ML-DSA represent two critical generations of digital signature standards: ECDSA as the legacy cryptographic foundation for current blockchain ecosystems, and ML-DSA (formerly CRYSTALS-Dilithium) as the newly standardized, quantum-resistant successor mandated for future secure systems. This transition underscores the strategic importance of evaluating digital signature algorithms not only as cryptographic primitives but also as formal standards with far-reaching implications for public policy, regulatory compliance, and long-term protocol governance.
ANALISIS KURIKULUM MATEMATIKA SMA DI INDONESIA DAN FINLANDIA: PENDEKATAN PEMBELAJARAN DAN DAMPAKNYA TERHADAP KOMPETENSI SISWA Sari, Suci Mustika; Pramesti, Santika Lya Diah
PHI: Jurnal Pendidikan Matematika Vol 10, No 1 (2026): EDISI APRIL, 2026
Publisher : Universitas Batanghari Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33087/phi.v10i1.651

Abstract

This study was motivated by the differences in high school mathematics curricula across various countries, which influence teaching approaches and student competencies. Indonesia and Finland have distinct characteristics in their mathematics curricula, particularly in terms of learning objectives, content organization, and the teaching strategies employed. This study aims to analyze the high school mathematics curricula in Indonesia and Finland, specifically focusing on the teaching approaches used and their impact on student competencies. The research method employed is a Systematic Literature Review (SLR), involving the examination of various journals, scientific articles, and relevant academic sources regarding mathematics curricula in both countries. The results indicate that the mathematics curriculum in Finland places greater emphasis on conceptual understanding, contextual learning, and the development of critical thinking and problem-solving skills. Meanwhile, the mathematics curriculum in Indonesia tends to be oriented toward mastery of subject matter, achievement of curriculum targets, and academic evaluation. These differing approaches impact student competencies, particularly in higher-order thinking skills, creativity, and mathematical problem-solving. This study is expected to serve as a reference in the development of mathematics curricula in Indonesia to make them more adaptive, effective, and oriented toward the development of student competencies.
AN ANALYSIS OF SINGAPOREAN AND INDONESIAN MATHEMATICS CURRICULA AND THEIR IMPLICATIONS BASED ON BLOOM’S TAXONOMY Sabita, Nadia Risqi; Pramesti, Santika Lya Diah
PHI: Jurnal Pendidikan Matematika Vol 10, No 1 (2026): EDISI APRIL, 2026
Publisher : Universitas Batanghari Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33087/phi.v10i1.664

Abstract

This research is motivated by the discrepancy in numeracy literacy achievements between Singapore and Indonesia in PISA studies. The objective is to analyze the comparative distribution of cognitive levels in the mathematics curriculum of both countries based on Bloom's Taxonomy and its implications for learning quality. This research employs a qualitative method with content analysis of the Indonesian Kurikulum Merdeka (Phase D) and the Singaporean Mathematics Syllabus (Secondary School). The results show that the Indonesian curriculum is dominated by the C3 level (Applying) at 40%, emphasizing procedural skills. In contrast, the Singaporean curriculum is dominated by the C5 level (Evaluating) at 30%, requiring mathematical reasoning and justification. The conclusion indicates that Singapore's curriculum is stronger in integrating Higher Order Thinking Skills (HOTS). Consequently, Indonesian policy developers should redesign Learning Outcomes by increasing the proportion of C4 and C5 levels to foster students' critical thinking skills.
PENGEMBANGAN LKS BANGUN RUANG SISI DATAR BERBASIS POE UNTUK MENINGKATKAN KEMAMPUAN PEMECAHAN MASALAH MATEMATIKA SISWA Qofifah Putri Salasatun; Santika Lya Diah Pramesti; Herani Tri Lestiana
AL-TARBIYAH: Jurnal Pendidikan (The Educational Journal) Vol. 31 No. 2 (2021)
Publisher : Fakultas Ilmu Tarbiyah dan Keguruan (FITK) UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/ath.v31i2.9110

Abstract

AbstrakKemampuan pemecahan masalah matematika dalam pembelajaran matematika merupakan suatu hal yang dibutuhkan oleh siswa. Tujuan penelitian ini adalah untuk mengembangkan bahan ajar berupa LKS  berbasis POE  yang valid, praktis, dan efektif, serta dapat meningkatkan kemampuan pemecahan masalah matematika siswa materi bangun ruang sisi datar. Jenis penelitian ini adalah Research and Development (R&D) dengan model pengembangan 4D (define, desain, develop, dan disseminate). Namun pada pengembangan lembar kerja siswa ini peneliti hanya menggunakan 3D yang terdiri dari pendefinisian (define), perancangan (desain), dan pengembangan (develop). Tahap define menganalisis awal, siswa, tugas, dan konsep. Tahap desain merancang bahan ajar siswa materi bangun ruang sisi datar. Tahap develop menghasilkan bahan ajar siswa berbasis POE. Berdasarkan hasil penelitian, hasil validasi ahli materi diperoleh rata-rata sebesar 3.39 dengan kriteria valid dan ahli media diperoleh rata-rata sebesar 3.39 dengan kriteria valid. Hasil uji kepraktisan dilihat dari angket respon siswa diperoleh rata-rata sebesar 3,389 dengan kriteria praktis. Hasil uji coba LKS yaitu dari hasil posttest siswa dengan perolehan rata-rata sebesar 73.50 dengan kriteria efektif. Maka LKS berbasis POE (Predict Observe Explain) valid, praktis, dan efektif untuk meningkatkan kemampuan pemecahan masalah matematika siswa.Kata Kunci: 4D, LKS POE, Pemecahan Masalah Matematika AbstractMathematical problem solving ability in learning mathematics is needed by students. The purpose of this research was to develop teaching materials in the form of POE-based materials that were valid, practical, and effective and could improve students' mathematical problem solving abilities in flat-sided geometry material. This type of research was Research and Development (R&D) with a 4D development model (define, design, develop, and disseminate). However, in developing this student worksheet, the researcher only used 3D consisting of defining, designing, and developing. The define stage consisted of initial analysis of the students, assignments, and concepts. The designing stage consisted of designing students’ learning materials for flat-sided geometry. In the developing stage, POE-based students’ learning materials were produced. Based on the research results, the result of the material expert validation obtained an average of 3.39 showing a valid criterion.  The result of the practicality test based on students’ responses on questionnaires obtained an average of 3.389 reflecting practical criterion. The results of the worksheet field test based on the students' posttest results shows an average of 73.50 belonging to effective criterion. Thus, the POE (Predict Observe Explain)-based worksheet is valid, practical, and effective to improve students' mathematical problem solving abilities.Keywords: 4D, POE worksheet, mathematical problem solving
Development of Geometry Module Based on Computational Thinking Assisted by GeoGebra Heni Lilia Dewi; Santika Lya Diah Pramesti
EduMa: Mathematics education learning and teaching Vol. 12 No. 1 (2023)
Publisher : Jurusan Tadris Matematika UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eduma.v12i1.13265

Abstract

This study aims to produce valid and feasible geometry module development research integrated computational thinking assisted GeoGebra. This research uses a type of R&D research that contains three stages, namely (1) (define), (2) (design), and (3) (develop). The research subjects were students in Tadris Matematika FTIK IAIN Pekalongan. Data collection techniques were carried out by conducting observations, questionnaires, and learning outcomes tests. The data analysis techniques used were analysis of the validity of teaching materials, analysis of test items, analysis of feasibility of the module, and analysis of the effectiveness of the module. The results showed that the developed module: (1) valid, after going through the validation process, (2) feasible, because there is a good response about the mathematics teaching materials integrated computational thinking assisted by GeoGebra from students and teachers, and (3) effective, by considering because students' mathematical abilities increase through a geometry module integrated computational thinking assisted by GeoGebra
Transformasi Pembelajaran Matematika melalui Pendekatan STEAM: Sebuah Tinjauan Literatur Sistematis Bunga Erna; Santika Lya Diah Pramesti; Heni Lilia Dewi
JURNAL PENDIDIKAN MIPA Vol. 16 No. 3 (2026): JURNAL PENDIDIKAN MIPA
Publisher : Pusat Publikasi Ilmiah, STKIP Taman Siswa Bima

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37630/jpm.v16i3.4309

Abstract

Pendidikan matematika saat ini dihadapkan pada berbagai masalah krusial, seperti rendahnya kreativitas, literasi numerasi, dan kemampuan memecahkan masalah di kalangan siswa, yang menuntut pendekatan yang lebih kontekstual dan inovatif. STEAM (Sains, Teknologi, Teknik, Seni, dan Matematika) menawarkan kerangka pembelajaran interdisipliner yang dapat menjawab kebutuhan tersebut. Penelitian ini bertujuan untuk memetakan model, metode, dan hasil pembelajaran STEAM melalui Tinjauan Literatur Sistematis terhadap artikel nasional yang terindeks Sinta dan jurnal internasional selama lima tahun terakhir. Hasil analisis menunjukkan peningkatan signifikan dalam publikasi STEAM, dominasi model berbasis proyek, serta penggunaan metode kolaboratif dan simulasi digital. Temuan penting mengungkapkan bahwa STEAM memiliki dampak kuat dalam meningkatkan kreativitas dan keterampilan pemecahan masalah, diikuti oleh pemahaman konseptual dan literasi numerasi. Kesimpulannya, STEAM efektif dalam meningkatkan kualitas pembelajaran matematika, namun implementasinya memerlukan dukungan pelatihan guru dan ketersediaan sumber daya. Oleh karena itu, studi ini merekomendasikan integrasi sistematis STEAM ke dalam kurikulum sekolah.
Co-Authors Abdul Khobir Albar, Ardian Shafry alfina fadzilah Amrina, Dava Anisah Oktalia Ardian Shafry Albar Aulia, Azwani Auliya Nisa 'Arofani Bunga Erna Burhanudin Burhanudin Dewi , Heni Lilia Dewi, Heni Lilia Fera Afriani Ferdianto, Yogi Juwita Rini Juwita Rini Kartono , Lestiana, Herani Tri Listi Baihati M. Fathur Izzurrohman Masrukan . Masrukan Masrukan Moh. Muslih Nalim Nalim Nanda Meilia Andini Nevita Falasyifa Norma Alias Nur Hidayah Nur Hidayah Oktalia, Anisah Ovie Yuni Fitriani Putriaji Hendikawati Qofifah Putri Salasatun R. Neli Kismiati Ramadhan, Muhammad Rafly Rizqiyah Rizqiyah Ropiah Sitorus Sabita, Nadia Risqi Salafudin Salafudin Salafudin Salafudin, Salafudin Salasatun, Qofifah Putri Salsabila, Nindya Ayu Sari, Suci Mustika Scolastika Mariani Ujang Bowo Laksono Umi Mahmudah Versie, Ikyboy Van Wardono ., Wardono Yul Ifda Tanjung, Yul Ifda