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All Journal KALAMATIKA Jurnal Pendidikan Matematika Jurnal Riset Pembelajaran Matematika Sekolah Jurnal Mandala Pengabdian Masyarakat Al-Irsyad Journal of Mathematics Education
Valeria Yekti Kwasaning Gusti
Universitas Terbuka
Education Mathematics Public Health Social Sciences

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THE INFLUENCE OF THE TREFFINGER LEARNING MODEL AND SELF-DIRECTED LEARNING ON STUDENTS’ MATHEMATIC CRITICAL THINKING SKILLS Valeria Yekti Kwasaning Gusti; Wardani Rahayu
KALAMATIKA Jurnal Pendidikan Matematika Vol 8 No 1 (2023): KALAMATIKA April 2023
Publisher : FKIP Universitas Muhammadiyah Prof. DR. HAMKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/KALAMATIKA.vol8no1.2023pp49-62

Abstract

The study investigated the influence of the Treffinger learning model and self-directed learning on the critical thinking skills of junior high school students. The Treffinger learning model is one of the few models addressing the problem of creativity and providing practical suggestions on how to achieve cohesion. On the other hand, self-directed learning is a mental process to increase the knowledge, skills, and self-achievement of individuals with self-planned and self-conducted activities. The research employed a post-test experiment and control group design with two groups. The study employed two groups; one group was treated using the Treffinger learning model, while the other group was treated using a conventional model. Both groups were analyzed using a self-directed learning questionnaire and a critical mathematical thinking skills test. The sample of this research comprised 88 Grade 8 students purposefully selected in relation to the research objectives. The results of the study showed that the Treffinger learning model was statistically significant in enhancing critical mathematical thinking skills compared to the conventional learning models. Additionally, the study found that students who exhibited high levels of self-directed learning were more likely to benefit from the Treffinger learning model than the conventional model, with a statistically significant mean difference of 3.05 points.
Digital Messaging for Mathematical Understanding: A Systematic Review of Whatsapp Use in Indonesian Junior High Schools Valeria Yekti Kwasaning Gusti; Khaola Rachma Adzima
JURNAL RISET PEMBELAJARAN MATEMATIKA SEKOLAH Vol. 10 No. 1 (2026): Jurnal Riset Pembelajaran Matematika Sekolah
Publisher : Program Studi Pendidikan Matematika FMIPA Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/jrpms.101.01

Abstract

This study aims to investigate how WhatsApp has been used to deliver mathematics lessons in Indonesia across multiple educational levels, with a particular focus on junior high schools, within the last four  years. The objective is to identify the extent, practices, and effectiveness of WhatsApp as either a primary or supplementary instructional tool in mathematics teaching at the elementary, junior high, senior high, and tertiary levels. The research method employed was a systematic literature review of Scopus-indexed journal articles published in English between 2019 and 2024. Relevant studies were selected, analyzed, and synthesized according to their research design, educational level, and findings. Both qualitative and quantitative research were included to provide a comprehensive understanding of how WhatsApp has been integrated into mathematics education. In many cases, WhatsApp is integrated into instructional designs such as blended learning, flipped classroom activities, and collaborative problem solving, allowing students to interact with teachers and peers. The results show that WhatsApp is widely adopted by Indonesian teachers, particularly during and after the pandemic, to facilitate communication, share learning materials, and support problem-solving activities. At the elementary and junior high levels, studies report that WhatsApp helps improve students’ motivation and engagement, though the impact on learning outcomes is mixed. At the senior high and vocational levels, WhatsApp is often combined with other digital platforms such as YouTube to support blended learning. Evidence from higher education remains limited, with indications that WhatsApp serves mainly as a communication channel rather than a structured learning platform. In conclusion, WhatsApp is a practical, low-cost, and accessible tool that supports mathematics instruction in Indonesia. However, its effectiveness depends on instructional design, teacher facilitation, and integration with other pedagogical strategies
Integrasi Pendekatan Etnopedagogi dalam Pengembangan Media Pembelajaran sebagai Upaya Penguatan Literasi Budaya di Sekolah Refisa Ananda; Sri Tatminingsih; Sari Wardani Simarmata; Valeria Yekti Kwasaning Gusti; Sudirman Sudirman; Isti Rokhiyah; Fitra Jaya; Sucipto Sucipto
Jurnal Mandala Pengabdian Masyarakat Vol. 7 No. 1 (2026): Jurnal Mandala Pengabdian Masyarakat
Publisher : Progran Studi Farmasi Universitas Mandala Waluya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35311/jmpm.v7i1.1081

Abstract

Keterbatasan akses terhadap sumber belajar kontekstual dan minimnya integrasi budaya asal peserta didik dalam pembelajaran menjadi permasalahan utama yang dihadapi guru yang mengajar anak pekerja migran Indonesia di Malaysia. Kondisi tersebut berdampak pada rendahnya literasi budaya serta kurang bermaknanya proses pembelajaran bagi peserta didik yang hidup dalam konteks lintas budaya. Kegiatan pengabdian kepada masyarakat ini bertujuan menguatkan literasi budaya melalui integrasi pendekatan etnopedagogi dalam pengembangan media pembelajaran bagi 66 guru yang tergabung dalam pusat kegiatan belajar masyarakat anak pekerja migran Indonesia di wilayah Sabah, Malaysia, yang berada dalam Gugus Kalabakan, Gugus Kunak, Gugus Tawau, dan Gugus Lahad Datu. Metode pelaksanaan kegiatan menggunakan pendekatan partisipatif melalui tahap pemetaan kebutuhan, perancangan media pembelajaran berbasis budaya Indonesia, pendampingan pengembangan dan penerapan media dalam pembelajaran, serta evaluasi hasil kegiatan. Kegiatan ini menghasilkan 10 media pembelajaran berbasis etnopedagogi berupa alat permainan edukatif yang dikembangkan oleh guru dan diterapkan langsung dalam pembelajaran di kelas. Hasil kegiatan tersebut menunjukkan bahwa guru mampu mengembangkan media pembelajaran yang memanfaatkan nilai-nilai budaya Indonesia secara kontekstual, relevan dengan kondisi sosial peserta didik, dan mudah diterapkan dalam pembelajaran di pusat kegiatan belajar masyarakat. Media yang dihasilkan mendorong peningkatan pemahaman peserta didik terhadap identitas dan nilai budaya asalnya serta meningkatkan keterlibatan mereka dalam proses pembelajaran. Kegiatan ini menyimpulkan bahwa integrasi pendekatan etnopedagogi dalam pengembangan media pembelajaran efektif sebagai strategi penguatan literasi budaya bagi anak pekerja migran Indonesia di lingkungan pendidikan lintas negara.
TEACHING ALGEBRA THROUGH GAMES: A LITERATURE REVIEW Valeria Yekti Kwasaning Gusti
Al-Irsyad Journal of Mathematics Education Vol 4 No 2 (2025): Juli - Desember 2025
Publisher : Sekolah Tinggi Keguruan dan Ilmu Pendidikan Darud Da'wah Wal Irsyad Pinrang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58917/ijme.v4i2.177

Abstract

This systematic literature review investigates the application of game-based learning (GBL) in teaching algebra at the junior and senior secondary levels within the Indonesian education system between 2014 and 2024. The review synthesizes empirical studies written in both English and Indonesian, examining how digital and non-digital games have been used to support students' conceptual understanding, engagement, and problem-solving abilities in algebra. Out of an initial pool of approximately 3,000 studies, only 22 met the rigorous inclusion criteria, which focused on curriculum alignment, empirical design, measurable outcomes, and educational level. This selective scope ensures a focused and quality-driven synthesis of evidence relevant to the Indonesian context. Findings suggest that both digital platforms (e.g., Quizizz, Android-based games) and non-digital games (e.g., algebra-themed dominoes, board games) contribute positively to learning outcomes such as increased motivation, active participation, and deeper understanding of algebraic concepts. Game-based learning theory frequently underpins these interventions, highlighting the role of engagement and motivation in mathematical learning. Despite promising results, research gaps remain—particularly in the coverage of diverse algebraic topics and the long-term effectiveness of GBL approaches. This review underscores the potential of game-based strategies to enhance algebra instruction in Indonesia, while calling for broader and more methodologically diverse research in the future.
Co-Authors Ananda, Refisa Jaya, Fitra Khaola Rachma Adzima Rokhiyah, Isti Sari Wardani Simarmata Sri Tatminingsih Sucipto Sucipto Sudirman Wardani Rahayu