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All Journal International Journal of Electrical and Computer Engineering Journal of Education and Learning (EduLearn) AKSIOMA: Jurnal Program Studi Pendidikan Matematika Jurnal Elemen Journal of Research and Advances in Mathematics Education Jurnal Riset Pendidikan dan Inovasi Pembelajaran Matematika (JRPIPM) Jurnal ABDINUS : Jurnal Pengabdian Nusantara Jurnal Penelitian Pendidikan Matematika dan Sains Journal Focus Action of Research Mathematic (Factor M) MATHEdunesa JRAMathEdu (Journal of Research and Advances in Mathematics Education) Journal of Mathematical Pedagogy (JOMP) Mathematics Education Journal Journal on Mathematics Education
Yurizka Melia Sari
Universitas Negeri Surabaya
Humanities Computer Science & IT Economics, Econometrics & Finance Education Electrical & Electronics Engineering Environmental Science Industrial & Manufacturing Engineering Library & Information Science Mathematics Social Sciences Other

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Penguatan Numerasi dan Literasi Sains melalui Implementasi Projek Penguatan Profil Pelajar Pancasila berbasis STEM di SD Inklusi Kabupaten Sidoarjo Sari, Yurizka Melia; Feriyanto, Feriyanto; Minarsih, Ni Made Marlin; Roqobih, Fikky Dian; Haq, Muhammad Dani Izzul
Jurnal ABDINUS : Jurnal Pengabdian Nusantara Vol 9 No 2 (2025): Volume 9 Nomor 2 Tahun 2025
Publisher : Universitas Nusantara PGRI Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29407/ja.v9i2.23660

Abstract

This community service aims to improve several aspects of education at SD Negeri Wonocolo 1, especially literacy and numeracy. Through strengthening numeracy and science literacy, it is hoped that students will not only be able to read and count, but also understand scientific concepts in everyday life. Another objective of this PKM is to utilize school land through the implementation of the STEM-based P5 Project. The PKM implementation method is the preparation stage, implementation stage, evaluation stage and program sustainability. This approach aims to improve teachers' abilities in implementing P5 teaching modules that integrate numeracy and science literacy using the school context through the STEM platform. The results of this community service are the formation of a community of practitioners between the principal and partner teachers, this community is able to share knowledge and discuss learning tools that are relevant to numeracy and science literacy, and facilitate active participation in STEM projects at school. Furthermore, there is an increase in teacher skills in the aspects of numeracy and science literacy based on STEM by ≥ 70% based on pre-test and post-test evaluations after training. The compilation of 3 P5 teaching modules covering the dimensions of creativity, independence, mutual cooperation, and global diversity, implemented in the context of STEM with the theme of Sustainable Development Goals, and the topic of Land Ecosystems (life on land), which resulted in three P5 teaching modules according to phases A, B, and C of the independent curriculum that are relevant for SDN Wonocolo 1.
Exploring students’ proportional reasoning in solving guided-unguided area conservation problem: A case of Indonesian students Sari, Yurizka Melia; Fiangga, Shofan; Milla, Yulia Izza El; Puspaningtyas, Nicky Dwi
Journal on Mathematics Education Vol. 14 No. 2 (2023): Journal on Mathematics Education
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.v14i2.pp375-394

Abstract

Proportional reasoning has been greatly influencing the development of students’ mathematical abilities. Along with the area conservation ability, it helps elementary students comprehend area measurement. This exploratory study aimed to produce qualitative-descriptive data on elementary students’ proportional reasoning in solving the conservation of plane figures. The study used guided-unguided area conservation problems using a proportional reasoning level as the analysis framework. Data were collected from 4 primary school students in Sidoarjo, Indonesia, who were in fifth-grade class. The students' strategies used were identified to analyze the students' proportional reasoning in solving area conservation. Results show that the level of proportional reasoning varies from zero to two. Regarding the students' proportional reasoning levels, most of the students' strategies use visual clues and cute paste strategies. Only one student can reach the level of quantitative reasoning by using a formula to compare both area measurements. Interestingly, the problem of the conservation of plane figures failed to reveal students' formal proportional reasoning due to their insufficient knowledge of fractions, division, multiplication, and decimals. Some implications regarding students' proportional reasoning and interventions in the area conservation problem are discussed.
Aligning numeracy task design with SDG goals: Nutrition facts as a context for prospective mathematics teachers' problem posing Sari, Yurizka Melia; Kohar, Ahmad Wachidul; El Milla, Yulia Izza; Fiangga, Shofan; Rahayu, Dwi Shinta
Journal on Mathematics Education Vol. 15 No. 1 (2024): Journal on Mathematics Education
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.v15i1.pp191-206

Abstract

Nutrition facts are the details on food packaging that describe its nutritional value, including serving size, calories, macronutrients like carbohydrates, protein, and fat, and micronutrients such as vitamins and minerals. These facts have mathematical concepts that can be utilized as a context for prospective teachers to create mathematical problems. By leveraging this real-world data, educators can contribute to multiple Sustainable Development Goals (SDGs), particularly SDG 3 (Good Health and Well-being), by promoting nutritional awareness, and SDG 4 (Quality Education) by enhancing student engagement and understanding through relatable examples. This study examines the profile of mathematical tasks created by prospective mathematics teachers using nutrition facts as a context that meets numeracy task criteria. Data were collected from 62 mathematical tasks created by 31 prospective teachers attending a realistic mathematics education course on numeracy based on a problem-posing task at a public university in Surabaya, Indonesia. The posed tasks were categorized into solvable or unsolvable tasks and the domains of the level of context use and the level of cognitive processes. Results revealed that the level of context use in the posed tasks varied from zero to second order. Surprisingly, most of the tasks were in the first-order level context. Most posed tasks reached the application level, with only a few identified as reasoning tasks. Interestingly, some tasks coded as second-order context were classified as reasoning tasks. The study provides implications for designing numeracy tasks using nutrition facts and interventions in teacher education related to numeracy task design.
Development of Ethno-PMRI based E-Worksheet with Mayang Rontek Dance Context on Plane Figures of Geometry Materials Putri, Taszkia Aulia; Fadilah, Nurul; Anjasari, Tika; Sari, Yurizka Melia
Mathematics Education Journal Vol. 19 No. 1 (2025): Jurnal Pendidikan Matematika
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jpm.v19i1.pp99-118

Abstract

The e-worksheet is an interactive tool that allows students to access questions and explore information electronically, supporting their understanding of the concepts being studied. This study aims to develop a valid and effective e-worksheet based on the Ethno-Pendidikan Matematika Realistik Indonesia (PMRI) approach, incorporating the context of the Mayang Rontek Dance, to assist students in learning geometry. The research followed the ASSURE model, which includes six stages: analyzing students' needs, defining objectives, selecting appropriate media and materials, engaging learners, and evaluating and revising the developed e-worksheet. The e-worksheet underwent validation by three experts using Aiken’s analysis technique. Limited trials were conducted with six junior high school students, followed by field trials with twenty-nine students. The results revealed that the e-worksheet was valid, with Aiken indices ranging from 0.59 to 0.89. Statistical analysis using the Wilcoxon test on pre-test and post-test scores successfully rejected the null hypothesis, indicating that the e-worksheet effectively improved students' test scores. Furthermore, the practicality test yielded a score of 84.97%, demonstrating the e-worksheet's high level of practicality. Thus, the developed e-worksheet has been validated as both effective and practical in enhancing students’ understanding of geometry. The integration of the Ethno-PMRI approach and GeoGebra is expected to further enrich students' comprehension of mathematical concepts and their connection to local culture.
Effects of Buddy system on year 9 students’ mathematical discernments and performance Jamil, Siti Nur Amalina; Shahrill, Masitah; Sari, Yurizka Melia
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 10 Issue 2 April 2025
Publisher : Lembaga Pengembangan Publikasi Ilmiah dan Buku Ajar, Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jramathedu.v10i2.7058

Abstract

Cooperative learning is a student-centred approach that enhances engagement and understanding. This study investigates the effectiveness of the Buddy system, a cooperative learning strategy, in improving Year 9 students’ mathematical performance in converting between decimals, fractions, and percentages (DFP), and explores their perceptions of the system. Conducted in Brunei, where the Buddy system is relatively underexplored, the study employed a mixed-methods design using pre- and post-tests, questionnaires, and student reflection journals across three intervention cycles. Results showed an overall improvement in test scores, though a few students experienced slight score declines. Students generally viewed the Buddy system positively, citing peer guidance, emotional support, and collaborative learning as key benefits. While the findings support the system’s potential within this specific context, further research is needed to assess its applicability across subjects or educational levels.
Cognitive assessment development: item analysis with classical and modern theories Putriani, Desi; Putra, Riza Dhifa Alzabarjud; Anjani, Karlina; Sari, Yurizka Melia
Journal Focus Action of Research Mathematic (Factor M) Vol. 8 No. 1 (2025): Vol. 8 No. 1 (2025)
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/f_m.v8i1.2668

Abstract

Understanding geometric concepts, particularly angles in circles, is fundamental in junior high school mathematics and is crucial in enhancing students' higher-order thinking skills. Assessing students’ cognitive understanding requires valid and reliable instruments that align with curriculum standards and student abilities. This study aims to construct and characterise a cognitive test instrument on angle material in circles through item analysis using Classical Test Theory with Microsoft Excel and Modern Test Theory with RStudio. A mixed-methods approach combining qualitative and quantitative techniques was used to collect data through observation and item analysis. The test instrument consists of five items to measure students’ understanding and analytical abilities. Content validation using the Aiken formula yielded an Aiken index of 1 for each item, indicating all items were valid. Classical analysis showed that items 1 and 3 were difficult, while items 2, 4, and 5 were of medium difficulty. Using the Partial Credit Model (PCM), all items fell within the medium-hard difficulty range. Power differential analysis revealed that item 3 was poorly constructed and should be removed. The results demonstrate that the developed instrument is valid and can differentiate levels of student understanding. This test is expected to support efforts to improve mathematics learning and better prepare students for numeracy literacy components in the Minimum Competency Assessment (MCA). The instrument also provides a framework for developing similar tools in other areas of mathematics education to enhance the accuracy of student learning evaluations.
Students' Proportional Reasoning Level in Solving Missing Value Problems with GeoGebra Assistance Putri, Taszkia Aulia; Ekawati, Rooselyna; Sari, Yurizka Melia
Journal of Mathematical Pedagogy (JoMP) Vol. 6 No. 2: July 2025
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jomp.v6n2.p60-71

Abstract

Proportional reasoning is the basis for understanding advanced mathematical concepts, but students in Indonesia still have difficulty in solving problems involving proportions and ratios. This study aims to describe the level of students' proportional reasoning in solving missing value problems with the help of GeoGebra. The research method used was qualitative with a case study approach, involving three students in class IX at one of the public junior high schools in Surabaya. The selection of subjects was based on mathematical ability, the same gender, and good communication skills. The research instruments included the researcher, mathematics ability test, proportional reasoning test, and interview. The results showed that students with high, medium, and low mathematics ability had reached level 2 in solving missing value problems using GeoGebra. The significant difference among the three students lies in the strategy used when solving the problem. This research has implications for students' proportional reasoning using GeoGebra. However, the results of this study do not represent the overall level of proportional reasoning of junior high school students.
Critical Thinking Ability of Student with Reflective Cognitive Style in Solving Algebraic Numeracy Problems Aliya, Afifa; Masriyah, Masriyah; Sari, Yurizka Melia
MATHEdunesa Vol. 14 No. 2 (2025): Jurnal Mathedunesa Volume 14 Nomor 2 Tahun 2025
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v14n2.p540-551

Abstract

Critical thinking is needed in problem solving. To solve problems, students will use a variety of strategies. Critical thinking ability play a role in determining the strategy used, which is also influenced by students' cognitive styles. In this research, the cognitive style discussed is reflective cognitive style. This research is a qualitative with a case study approach. This research aims to describe the critical thinking ability of students in solving algebraic numeracy problems based on reflective cognitive style. This research was conducted in Class VIII Junior High School students. The research subjects were selected through MFFT (Matching Familiar Figure Test) and Mathematical Ability Test. Data analysis techniques include data reduction, data display, and conclusions. The selected research subjects from reflective took the critical thinking ability test and interviews. The results of the critical thinking test and interviews were analyzed to describe the critical thinking in solving algebraic numeracy problems. The results showed that reflective cognitive style student fulfill each criteria of critical thinking ability FRISCO (Focus, Reason, Inference, Situation, Clarity and Overview). The reflective student is able to carry out the focus and reason criteria of critical thinking ability by identifying the main points of the problem and providing reasons for the relationship between what is known and asked correctly and completely. Reflective student is able to carry out the inference and situation criteria by deciding on the right strategy and solving the problems given correctly and systematically. Reflective student can also able to carry out the clarity and overview criteria of critical thinking ability by drawing conclusions and re-examining the solution of the problems given. So, reflective cognitive style student is categorized as very critical. It is suggested that teachers provide more practice questions and provide further discussion with limited working time.
Exploring students’ statistical problem-solving processes using GeoGebra Classroom: a junior high school case study Lestari, Widy; Setianingsih, Rini; Sari, Yurizka Melia
Journal Focus Action of Research Mathematic (Factor M) Vol. 8 No. 1 (2025): Vol. 8 No. 1 (2025)
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/f_m.v8i1.5004

Abstract

Problem solving is the core goal in learning mathematics. However, TIMSS and PISA results show that Indonesian students' problem-solving abilities are still low. This study aims to describe the process of junior high school students in solving statistics problems using Polya's stages, supported by GeoGebra Classroom as an interactive visual learning tool. This descriptive qualitative research involved 31 grade VIII junior high school students as participants, who then selected three subjects through purposive sampling. Data were collected through tests, interviews, and field notes, then analyzed through data reduction, data presentation, and conclusion drawing. The results showed that highly category problem-solving subjects fulfilled Polya's stages. Medium category subjects completed most of Polya's stages, although some information was missing in the answer. Meanwhile, low category subjects could not solve the problem and did not fulfill Polya's stages. This study concluded that students who follow Polya's stages tend to perform better. Unlike prior research, this study shows how integrating GeoGebra Classroom can support student engagement in each stage of Polya's model. These findings emphasize integrating technology-based non-routine tasks to improve students' problem-solving ability.
Validitas Konten Video Pembelajaran Matematika Berbasis Digital Storytelling Topik Data dan Ketidakpastian Shubhiy, Annisa Nadiya Fauziyah; Masriyah, Masriyah; Sari, Yurizka Melia
MATHEdunesa Vol. 14 No. 3 (2025): Jurnal Mathedunesa Volume 14 Nomor 3 Tahun 2025
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v14n3.p735-752

Abstract

Mathematics learning videos are audio visual media that make lessons more engaging by aligning with students’ audio-visual learning styles and illustrating real-life applications through digital storytelling. However, numeracy performance remains low—only 19% (4 of 21 students) mastered topics like mean, median, mode, and range. Efforts to address this problem are to use mathematics learning videos based on digital storytelling to strengthen students’ numeracy. This study aims to describe the content validity making such a video for strengthening students’ numeracy skills. In this research used the ADDIE development model, which focuses on three stages: Analyze, Design, and Develop with evaluations at each stage. However, this article focuses on the validation assessment of mathematics learning videos based on digital storytelling. The instruments used consist of a material expert validation instrument and a learning video validation instrument. The media was validated by three experts in the field of learning media, visual programming, and digital storytelling. The data analysis technique uses the Aiken V formula. Based on this, the results of the validation analysis are shown by obtaining a score of 0.854 from video experts (highest in usefulness) and 0.83 from material experts (highest in learning objectives) both were categorized as valid. The assessment by experts shows that the mathematics learning video is suitable for use with revisions. Several revisions were made to mathematics learning video based on digital storytelling to make it more interesting. Further research is recommended to develop the mathematics learning video into an application that can be used offline and allows for automatic answer storage settings.
Co-Authors Abdul Haris Rosyidi Afsari, Fadilla Ahmad Wachidul Kohar Alfianita, Nova Febrian Ali Shodikin Aliya, Afifa Alvenna Nursyafira Anjani, Karlina Anjasari, Tika Arfiansyah, Noval Ilham Arlinwibowo, Janu Asteria, Prima Vidya Auni, Anggita Dewi, Alvi Setya Kurnia Dini Kinati Fardah Dwi Purwoko El Milla, Yulia Izza ENDANG SUSANTINI Erik Valentino Fatima, Gupita Nadindra Feriyanto Feriyanto Fiangga, Shofan Fikky Dian Roqobih Haq, Muhammad Dani Izzul Jamil, Siti Nur Amalina Kurniasari, Santi Lestari, Widy Martin, Azzahra Cahyaning Marzuqi, Muhammad Ilyas Masitah Shahrill, Masitah MASRIYAH Masriyah Masriyah Minarsih, Ni Made Marlin Nafis, Tazkiyatun Nurul Fadilah, Nurul Prayogo, Mochammad Reval Ardhi Yudi Puspaningtyas, Nicky Dwi Putra, Riza Dhifa Alzabarjud Putri, Taszkia Aulia Putriani, Desi Rahayu, Dwi Shinta Rahmawati, Nabila Neva Rini Setianingsih Rooselyna Ekawati Sholihah, Umi Mar’atus Shubhiy, Annisa Nadiya Fauziyah Siti Farida Suprapto Suprapto Valentino, Erik