Article Per Year (5 Year)
p-Index From 2021 - 2026
4.636
P-Index
This Author published in this journals
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

Published : 39 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 39 Documents
Search

 1   2   3   4 
Karakteristik Butir Soal Setara AKM Numerasi Berbasis Jotform untuk Peserta Didik SMP Mulyani, Adela; 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.p892-901

Abstract

The low percentage of numeracy proficiency among junior high school students, as reported in the 2024 Indonesian Education Report, emphasizes the importance of high-quality numeracy questions equivalent to the Minimum Competency Assessment as effective practice materials to enhance students' numeracy skills. This study aims to analyze the characteristics of numeracy questions equivalent to the Minimum Competency Assessment delivered through the Jotform platform for junior high school students. The items are developed as online practice materials aimed at familiarizing students with solving numeracy problems in accordance with the standards of the national competency assessment. This research is an exploratory study using a quantitative approach. The primary data were collected from the result of 20 numeracy items distributed through Jotform to 27 students enrolled in the eighth grade of a privacy secondary school located in Surabaya. Four analyses were conducted to examine the item characteristics: validity, reliability, difficulty index, and discrimination index. Findings indicate that the average validity of the items falls within the moderate level, the reliability in categorized as high, the average difficulty index is also in the moderate range-suggesting the items are effective for evaluating students’ numeracy skill-and the average discrimination index demonstrates an excellent classification. In light of the results, the questions are considered appropriate for use in online numeracy practice.
Optimizing Collaborative Learning as A Solution to Overcome Math Anxiety in Mathematics Learning: A Systematic Literature Review Ningtyas, Syahratu Cahya; Sari, Yurizka Melia
Pedagogi: Jurnal Ilmu Pendidikan Vol 25 No 2 (2025): Pedagogi: Jurnal Ilmu Pendidikan
Publisher : Fakultas Ilmu Pendidikan Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/pedagogi.v25i2.2558

Abstract

Mathematics anxiety is one of the obstacles experienced by students in the learning process and has an impact on decreased motivation and academic achievement. This study aims to examine the role of collaborative learning as a solution to overcome mathematics anxiety. This study uses a Systematic Literature Review (SLR) approach with data collection through the SINTA and Google Scholar databases. Based on the established inclusion and exclusion criteria, six relevant scientific articles published between 2019 and 2025 were identified. The results of the study indicate that collaborative learning models such as Problem-Based Learning, Teams Games Tournament (TGT), Student Teams Achievement Division (STAD), Group Investigation, Fan-N-Pick, and Heroe's consistently reduce students' math anxiety levels. The commonality among these models lies in creating an active, enjoyable learning environment that supports positive social interaction among students. By encouraging students' emotional and intellectual engagement, collaborative learning has proven effective in enhancing self-confidence and mathematical concept understanding. Therefore, optimizing the implementation of collaborative learning tailored to students' characteristics is recommended as a pedagogical strategy to improve the quality of mathematics education and reduce learning anxiety across various educational levels.
COLLABORATIVE PROBLEM POSING USING GEOGEBRA: A STUDY ON HIGH MATH ABILITY JUNIOR HIGH SCHOOL STUDENTS Fadilah, Nurul; Rosyidi, Abdul Haris; Sari, Yurizka Melia
SCIENCE : Jurnal Inovasi Pendidikan Matematika dan IPA Vol. 6 No. 1 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/science.v6i1.8928

Abstract

Problem posing is important in learning mathematics because it improves reasoning, critical thinking, and creative thinking skills. However, many students still find it difficult to pose problems. Through collaborative problem posing, students can exchange their understanding. The use of GeoGebra in problem posing can help students play an active role in generating ideas to construct new problems through its features. This research is a qualitative research that aims to describe the collaborative semi-structured problem posing of junior high school students assisted by GeoGebra in high groups. This research was conducted in one of the junior high schools in Surabaya class IX odd semester of the 2024/2025 school year in the age range of 14-15 years. The research data were collected through Problem Posing Test and Focus Group Discussion. The research subjects were a group with high mathematical ability consisting of two students. The results showed both members in the group contributed to each other for the new problem created. On knowledge base, they identified mathematical facts, concepts, and procedures. On heuristics and schema, they explored GeoGebra to come up with ideas. On group dynamics and interactions, they performed processes of normality, conformity, and innovation. In individual consideration of aptness, both members argued that each individual was skilled in proposing problems and the problems they created were acceptable to group members. Student had no problems during discussion and expressing their opinions due to their equal mathematical ability. Therefore, further research is needed on whether collaborative problem posing using GeoGebra heterogeneous groups also works. ABSTRAK Pengajuan masalah merupakan hal penting dalam belajar matematika karena meningkatkan kemampuan penalaran, berpikir kritis, dan berpikir kreatif. Namun, masih banyak siswa merasa kesulitan dalam pengajuan masalah. Melalui pengajuan masalah kolaboratif siswa dapat saling bertukar pemahaman. Penggunaan GeoGebra dalam pengajuan masalah dapat membantu siswa berperan aktif memunculkan ide-ide untuk mengkonstruksi masalah baru melalui fitur-fiturnya. Penelitian ini merupakan penelitian kualitatif yang bertujuan untuk mendeskripsikan pengajuan masalah semi terstruktur kolaboratif siswa SMP berbantuan GeoGebra pada kelompok tinggi. Penelitian ini dilakukan di salah satu SMP di Surabaya kelas IX semester ganjil tahun ajaran 2024/2025 pada rentang usia 14-15 tahun. Data penelitian dikumpulkan melalui Tes Pengajuan Masalah dan Focus Group Discussion. Subjek penelitian merupakan kelompok dengan kemampuan matematika tinggi yang terdiri atas dua siswa. Hasil penelitian menunjukkan kedua anggota dalam kelompok saling berkontribusi untuk masalah baru yang dibuat. Pada basis pengetahuan, mereka mengidentifikasi fakta, konsep, dan prosedur matematika. Pada heuristik dan skema, mereka mengeksplorasi GeoGebra untuk memunculkan ide-ide. Pada dinamika dan interaksi kelompok, mereka melakukan proses normalitas, konformitas, dan inovasi. Pada pertimbangan individu atas kesesuaian, kedua anggota saling berpendapat bahwa tiap individu terampil dalam mengajukan masalah dan masalah yang mereka buat dapat diterima anggota kelompok. Siswa tidak memiliki masalah selama berdiskusi dan mengungkapkan pendapat dikarenakan kesetaraan kemampuan matematika. Oleh karena itu, perlu penelitian lebih lanjut terkait apakah pengajuan masalah kolaboratif pada kelompok heterogen berbantuan GeoGebra juga berjalan demikian.
VALIDITY OF DISCOVERY-BASED ETHNOMATEMATICS LESSON PLAN: A DEEP LEARNING APPROACH TO THE PYTHAGOREAN THEOREM Nurlita, Intan; Sari, Yurizka Melia
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 15, No 1 (2026)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v15i1.14184

Abstract

The lack of integration of local culture into mathematics teaching, which is usually procedural and abstract in nature, is an obstacle to creating valuable, reflective learning experiences that are appropriate for the educational needs of the 21st century. This study aimed to analyze the validity of ethnomathematics-based lesson plan using the Discovery Learning model and Deep Learning approach in the mystery of the Pythagorean Theorem. The methodology applied is research and development (R&D) using a modified 4D model, focusing on the Develop (D3) stage, involving three validators: an expert lecturer in the subject matter and two mathematics teachers from junior high school as implementers. The evaluation instruments consisted of five aspects: content validity, presentation, language use, integration of the learning model, and technical validity. The results of the validation process indicated that the module is highly valid, with Aiken V values ranging from 0.75 to 1.00. This ethnomathematics-based lesson plan with Pythagorean Theorem material successfully links mathematical concepts with local culture, presents an organized and communicative learning structure, and encourages student exploration and reflection very well. These findings confirm that this learning tool is suitable for use in contextual learning of Pythagorean Theorem material. Future researchers are advised to evaluate the effectiveness of this lesson plan through its application in the classroom and to develop similar teaching tools for other materials that are in line with the local context of students.
Designing a GeoGebra-Integrated Learning Trajectory for Fractions Using Jombang’s Traditional Land Measurement Kurniasari, Santi; Sari, Yurizka Melia
Jurnal Pendidikan Matematika Vol 8, No 2 (2025): Jurnal Pendidikan Matematika (Kudus)
Publisher : Universitas Islam Negeri Sunan Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/jpmk.v8i2.32629

Abstract

The low level of understanding of fractions among students indicates the need for more contextual, meaningful, and relevant learning in everyday life. This study aims to develop a Hypothetical Learning Trajectory (HLT) based on Realistic Mathematics Education (RME) integrated with GeoGebra. The HLT uses the context of traditional land measurement in Jombang to support students’ understanding of fractions. This study employs a design research method consisting of three main stages: preliminary design, design experiment, and retrospective analysis. It focuses on the preliminary design stage and the pilot experiment phase, involving six seventh-grade students selected through purposive sampling. The instruments used included HLT-based Student Worksheets, observation sheets, and interview guidelines. Data were collected through the implementation of HLT in the pilot experiment stage, observation of student activities during the completion of Student Worksheets, and interviews after the activity. Data were analyzed descriptively and qualitatively. The results showed that the developed HLT was able to facilitate students' transition from informal to formal understanding, as indicated by an improvement in the quality of their conceptual understanding in connecting the context, visual representations, and symbolic notation of fractions. GeoGebra was found to help students visualize fraction concepts more concretely, while the local context made learning more relatable and meaningful. Theoretically, these findings reinforce the RME principles of guided reinvention and phenomenological exploration within a learning trajectory. This HLT can serve as a reference for designing interactive, contextual, and culturally aligned fraction learning experiences that align with students' experiences and cultural backgrounds. Rendahnya tingkat pemahaman siswa terhadap pecahan menunjukkan perlunya pembelajaran yang lebih kontekstual, bermakna, dan relevan dalam kehidupan sehari-hari. Penelitian ini bertujuan untuk mengembangkan Hypothetical Learning Trajectory (HLT) berbasis Realistic Mathematics Education (RME) yang diintegrasikan dengan GeoGebra. HLT ini menggunakan konteks pengukuran lahan tradisional di Jombang untuk mendukung pemahaman siswa terhadap pecahan. Penelitian ini menggunakan metode design research yang terdiri dari tiga tahap utama: preliminary design, design experiment, dan retrospective analysis. Fokus penelitian ini adalah pada tahap preliminary design dan fase pilot experiment, yang melibatkan enam siswa kelas tujuh yang dipilih melalui purposive sampling. Instrumen yang digunakan meliputi Lembar Kerja Peserta Didik (LKPD) berbasis HLT, lembar observasi, dan pedoman wawancara. Data dikumpulkan melalui penerapan HLT pada tahap pilot experiment, observasi aktivitas siswa selama pengerjaan LKS, serta wawancara setelah kegiatan. Data dianalisis secara deskriptif dan kualitatif. Hasil penelitian menunjukkan bahwa HLT yang dikembangkan mampu memfasilitasi siswa dalam transisi dari pemahaman informal ke formal, yang ditunjukkan oleh peningkatan kualitas pemahaman konseptual mereka dalam menghubungkan konteks, representasi visual, dan notasi simbolik pecahan. GeoGebra terbukti membantu siswa memvisualisasikan konsep pecahan secara lebih konkret, sementara konteks lokal membuat pembelajaran lebih relevan dan bermakna. Secara teoretis, temuan ini memperkuat prinsip RME mengenai guided reinvention dan phenomenological exploration dalam sebuah learning trajectory. HLT ini dapat menjadi referensi dalam merancang pengalaman pembelajaran pecahan yang interaktif, kontekstual, dan sesuai budaya, yang selaras dengan pengalaman serta latar budaya siswa.
Do Mathematics Anxiety and Metacognitive Insight Impact Decision Making in Problem Solving? Systematical Literature Review Abid Lingga Barensa; Yurizka Melia Sari
Journal of the Indonesian Mathematics Education Society Vol. 4 No. 1 (2026): Journal of the Indonesian Mathematics Education Society
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jimes.v4n1.p53-60

Abstract

Mathematics anxiety is one of the significant psychological challenges in the process of learning mathematics, especially because of its impact on cognitive abilities and decision-making in problem solving. Previous studies have shown that this anxiety not only decreases academic performance but also affects the efficiency and accuracy of metacognitive monitoring and control. This study aims to examine the relationship between math anxiety, metacognitive insight, and decision-making in solving mathematical problems. The method used is a systematic literature review of 10 scientific articles published in 2021–2025, which includes quantitative, qualitative data, and meta-analysis, focusing on the variables of mathematics anxiety, metacognition, self-efficacy, self-regulation, and problem-solving performance. The results of the review show that math anxiety is negatively related to metacognitive self-confidence and problem-solving performance, but this relationship can be mediated by factors such as self-efficacy, self-regulation, and cognitive activation. The decline in performance is also reinforced by disruption to working memory caused by emotional stress. This study emphasizes the importance of a comprehensive pedagogical approach in building metacognitive abilities while managing emotional factors to improve the effectiveness of mathematics learning.
Students' Proportional Reasoning Level in Solving Missing Value Problems with GeoGebra Assistance Taszkia Aulia Putri; Rooselyna Ekawati; Yurizka Melia Sari
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.
Collaborative Problem Based Learning and Students’ Anxiety: An Experimental Study in Algebra Learning Aulia Eka Putri; Yurizka Melia Sari
Journal of Mathematical Pedagogy (JoMP) Vol. 7 No. 1: December 2025
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jomp.v7n1.p54-61

Abstract

Mathematical skills and ability are indispensable in the 21st century, especially in the development of modern technology. Thus, an understanding of mathematics is necessary to face future challenges. Unfortunately, math is often perceived as a big challenge by students, especially in affective aspects such as math anxiety. This anxiety is known to have a negative impact on students' performance, working memory, and mathematical ability. Therefore, this study aims to determine how much influence Collaborative Problem Based Learning has in reducing math anxiety. Through post-test data, this study uses quantitative, quasi-experimental methodology. The population is class 10 students in a high school in Gresik Regency (N = 320). By purposive sampling, two classes (64 students) studying Two-Variable Inequality System material were selected, which were divided into experimental groups with CPBL treatment and control groups with conventional learning. This research instrument was modified from Sadia Mahmood and Tahira Khatoon's Mathematics Anxiety Development Instrumen (14 items). The results showed that the application of the CPBL learning model did not have a significant effect on reducing student anxiety. This may be due to the short implementation period (two meetings), inconsistent group collaboration, and and a lot of students are hesitant to seek clarification when they are having trouble understanding algebra.
Validitas Lembar Tugas Proyek STEM pada Topik Perbandingan untuk Menganalisis Berpikir Kritis Siswa SMP Yassirly Amry; Yurizka Melia Sari
JURNAL PENELITIAN PENDIDIKAN MATEMATIKA DAN SAINS Vol. 10 No. 1 (2026): JPPMS Vol. 10 No. 1 (2026)
Publisher : Faculty of Mathematics and Natural Sciences, Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jppms.v10n1.p27-34

Abstract

This study aims to examine the content validity of a STEM project task sheet instrument developed to analyze junior high school students' critical thinking skills. The task sheet was developed based on five indicators of critical thinking and was validated by two experts in mathematics education. Content validity was assessed using Aiken’s V index with a 1–4 Likert scale to measure the level of agreement among experts regarding the relevance of each item to the critical thinking indicators. The analysis results showed that, of the 11 items evaluated, 2 items obtained an Aiken’s V value of 0.83 and 9 items obtained a value of 1.00. These findings indicate that the developed task sheet instrument has high content validity and is suitable for use in analyzing junior high school students' critical thinking skills.
Literasi Statistis Siswa SMP Berkemampuan Statistika Tinggi dalam Menyelesaikan Soal Numerasi Dewi Pujiati; Masriyah Masriyah; Yurizka Melia Sari
MATHEdunesa Vol. 15 No. 3 (2026): Jurnal Mathedunesa Volume 15 Nomor 3 Tahun 2026
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v15n3.p632-645

Abstract

Statistical literacy is the process of understanding statistical data or information, processing statistical data or information, interpreting the results of data processing, and evaluating answers. Statistical literacy is important in processing information to make decisions and conclusions. This research adopts a qualitative approach with a case study design aimed at describing the statistical literacy of junior high school students with high statistical ability in solving numeracy problems. The research subject is a student with high statistical ability based on a statistical ability test. The indicators of statistical literacy in this study are understanding statistical data or information, processing statistical data or information, interpreting the results of data processing, and evaluating answers. The results show that students with high statistical ability solve numeracy problems by understanding statistical data or information well, processing statistical data or information accurately and systematically, interpreting the results of data processing, and always evaluating answers by recalculating. Teachers are advised to encourage students to evaluate their answers by checking them again, not only by counting them again but also by checking the entire answer in order to obtain the correct answer.
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