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All Journal International Journal of Electrical and Computer Engineering Jurnal Penelitian dan Pengembangan Pendidikan Pedagogi: Jurnal Ilmu Pendidikan Journal of Education and Learning (EduLearn) AKSIOMA: Jurnal Program Studi Pendidikan Matematika Jurnal Elemen Journal of Research and Advances in Mathematics Education Jurnal Pendidikan Matematika (Kudus) Jurnal Riset Pendidikan dan Inovasi Pembelajaran Matematika (JRPIPM) Jurnal ABDINUS : Jurnal Pengabdian Nusantara Jurnal Abdi: Media Pengabdian Kepada Masyarakat Jurnal Penelitian Pendidikan Matematika dan Sains Bima Abdi: Jurnal Pengabdian Masyarakat SCIENCE : Jurnal Inovasi Pendidikan Matematika dan IPA Edumatika MATHEdunesa JRAMathEdu (Journal of Research and Advances in Mathematics Education) Journal of Mathematical Pedagogy (JOMP) Mathematics Education Journal Journal on Mathematics Education Journal of the Indonesian Mathematics Education Society
Yurizka Melia Sari
Universitas Negeri Surabaya
Humanities Computer Science & IT Economics, Econometrics & Finance Education Electrical & Electronics Engineering Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Library & Information Science Mathematics Social Sciences Other

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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.
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.
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.
Developing Hypothetical Learning Trajectory of Probability Through Ethnomathematics Using the Congklak Game: Exploring Local Wisdom Prayogo, Mochammad Reval Ardhi Yudi; Kurniasari, Santi; Martin, Azzahra Cahyaning; Sholihah, Umi Mar’atus; Sari, Yurizka Melia
JURNAL PENELITIAN PENDIDIKAN MATEMATIKA DAN SAINS Vol. 9 No. 1 (2025): JPPMS Vol. 9 No. 1 (2025)
Publisher : Faculty of Mathematics and Natural Sciences, Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jppms.v9n1.p39-44

Abstract

This study aims to develop a Hypothetical Learning Trajectory (HLT) in learning probability through an ethnomathematics approach using the traditional game congklak. Local culture-based learning is believed to improve the understanding of the concept of chance in a more contextual and meaningful way. The research method used was descriptive qualitative with an ethnographic approach. The results showed that learning probability by using congklak as a context can increase student engagement, help them understand the concepts of sample space, sample points, and theoretical and empirical probability more systematically. This finding confirms that the integration of ethnomathematics in learning probability not only improves students' mathematical understanding, but also contributes to the preservation of local culture. Therefore, this approach is recommended to be applied in mathematics learning, especially on chance materials.
Developing and Validating MCA-Equivalent Summative Assessment in Combinatorics Using Aiken’s V Method Nabilah, Nurjihan; Sari, Sovy Dia Permata; Sari, Yurizka Melia
Edumatika Vol 8 No 2 (2025): November 2025, Edumatika : Jurnal Riset Pendidikan Matematika
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan IAIN Kerinci

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32939/ejrpm.v8i2.5222

Abstract

This study aims to analyze the content validity of summative assessment items in Combinatorics that are aligned with the Minimum Competency Assessment (MCA) framework. The study was motivated by the need for valid and high-quality assessment tools that support meaningful and sustainable mathematics learning. This study employed a research and development (R&D) design but it focuses primarily on the Develop stage, which aims to obtain a valid summative assessment instrument. The Aiken’s V method was used to measure the content validity of nine multiple-choice items developed according to the MCA numeracy domains, cognitive levels, and contexts. Three mathematics education experts served as validators. The analysis showed that the Aiken’s V indices ranged from 0.64 to 0.73, indicating medium validity. These results suggest that the instrument can be used after minor revisions. The validated instrument provides a reference for educators to design MCA-oriented summative assessments that enhance students’ mathematical literacy and reasoning skills. Future research may apply other validation methods such as Gregory’s analysis to strengthen the evidence of validity.
Designing mathematics problem-solving assessment with GeoGebra Classroom: proving the instrument validity Rosyidi, Abdul Haris; Sari, Yurizka Melia; Fardah, Dini Kinati; Masriyah, Masriyah
Journal of Education and Learning (EduLearn) Vol 18, No 3: August 2024
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v18i3.21191

Abstract

Mathematics education is looking for innovative methods to foster problem-solving skills in students. This research develops a problem-solving assessment using GeoGebra Classroom, a versatile interactive mathematics software, to revolutionize mathematics formative assessment and improve students' problem-solving skills. This study adopted the analysis, design, development, implementation, and evaluation (ADDIE) instructional design model stages. The design stage created a comprehensive assessment blueprint, incorporating GeoGebra Classroom functions to create interactive problem-solving tasks. Data analysis used both quantitative and qualitative approaches. Qualitative data consisted of feedback and suggestions from assessment experts, mathematicians, and GeoGebra specialists. Meanwhile, quantitative data included expert scores and cognitive tests that measured students' problem-solving abilities. A cognitive post-test was conducted to measure the progress of students' understanding while using the assessment product. The results of the content validity analysis, assessed using Aiken's V, ranged from 0.85 to 0.92, indicating a high level of validity for the problem-solving skills assessment in terms of content and construction. Some revisions were made to the design of the developed media to make it more interactive for students. These findings suggest that we can further use problem-solving questions integrated with GeoGebra Classroom to uncover the problem-solving skills of junior high school students.
Prospective teachers’ iceberg designs in realistic mathematics education approach: Connecting mathematics and the SDGs Sari, Yurizka Melia; Fiangga, Shofan; El Milla, Yulia Izza; Shahrill, Masitah; Yanti, Liza Puspita
Journal on Mathematics Education Vol. 16 No. 3 (2025): 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.v16i3.pp981-1000

Abstract

The Iceberg Design framework has been utilized to represent the progression of students’ mathematical understanding, moving from informal, contextually grounded reasoning toward formal mathematical abstraction. This study investigates how prospective mathematics teachers develop Iceberg Designs within the Realistic Mathematics Education (RME) framework, a model that enhances contextual learning and supports mathematical literacy. Thirty prospective mathematics teachers from Universitas Negeri Surabaya participated in this qualitative study, collaboratively designing Iceberg models as part of their coursework. Data from document analysis, interviews, and observations were evaluated using content analysis, the research evaluated the depth and coherence of their designs across four key components: situational contexts which evaluates the relevance and variety of real-world situations, model-of representations which examines the assistance of mathematical representation to connect the context into mathematical concept, model-for abstractions which assess the use of mathematical models toward formalization, and formal mathematical concepts which assess the mathematical ideas being explicitly involved. The findings reveal significant variation in the quality and completeness of the Iceberg Designs. Models for equivalent ratios and quadratic equations exhibited strong integration, using multiple, varied contexts to bridge situational and formal mathematical understanding effectively. Conversely, designs for fraction multiplication and quadrilateral area conservation were often surface level, relying on a single, underdeveloped context that hindered abstraction. Importantly, the study underscores the potential of Iceberg Designs to support the Sustainable Development Goals (SDGs), particularly in fostering critical thinking, practical problem-solving, and meaningful contextual learning for high quality of education (SDG 4) and decent work for sustainable economic growth (SDG 8). These insights indicate the need for deeper integration of RME principles in teacher education and curriculum development through sustained investment in this area.
Co-Authors Abdul Haris Rosyidi Abid Lingga Barensa Afsari, Fadilla Ahmad Wachidul Kohar Alfianita, Nova Febrian Ali Shodikin Aliya, Afifa Alvenna Nursyafira Anjasari, Tika Annisa Rahmita Soemarsono Arfiansyah, Noval Ilham Arlinwibowo, Janu Asteria, Prima Vidya Aulia Eka Putri Auni, Anggita Danang Ariyanto Dewi Pujiati Dewi, Alvi Setya Kurnia Dini Kinati Fardah Dwi Purwoko Dyah Ayu Fitriana El Milla, Yulia Izza Endah Budi Rahaju Endang Susantini Erik Valentino Fatima, Gupita Nadindra Feriyanto Feriyanto Fiangga, Shofan Fikky Dian Roqobih Findiyani Ernawati Asih Haq, Muhammad Dani Izzul Indrawatiningsih, Nonik Intan Nurlita Irsyad Izzuddin Arrauf Jamil, Siti Nur Amalina Kurniasari, Santi Lustanti Rara Halis Martin, Azzahra Cahyaning Marzuqi, Muhammad Ilyas Masitah Shahrill, Masitah Masriyah MASRIYAH Masriyah Masriyah Masriyah Minarsih, Ni Made Marlin Mukhayyarotin Niswati Rodliyatul Jauhariyah Mulyani, Adela Nabilah, Nurjihan Nafis, Tazkiyatun Ningtyas, Syahratu Cahya Nonik Indrawatingsih Nova Febrian Alfianita Nurlita, Intan Nurul Fadilah Nurul Fadilah, Nurul Olinda Maharani Aqilla Putri Pardamean Daulay Prayogo, Mochammad Reval Ardhi Yudi Puspaningtyas, Nicky Dwi Putri, Taszkia Aulia Rahayu, Dwi Shinta Rahmawati, Nabila Neva Reny Amalia Permata Riska Wahyu Romadhonia Risky Dwi Afandy Rooselyna Ekawati Sari Kusuma Dewi Sari, Sovy Dia Permata Sholihah, Umi Mar’atus Shubhiy, Annisa Nadiya Fauziyah Sifak Indana Siti Farida Siti Nurul Hasana Soffa Zahara Suprapto Suprapto Taszkia Aulia Putri TITIN SUNARTI Valentino, Erik Wasis Wasis Wasis Yanti, Liza Puspita Yassirly Amry Zulfa Qurrotu Ain