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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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Students’ Creativity in Suspension Bridge Miniature Projects Based on Field-Dependent Cognitive Style Nova Febrian Alfianita; Yurizka Melia Sari
MATHEdunesa Vol. 15 No. 2 (2026): Jurnal Mathedunesa Volume 15 Nomor 2 Tahun 2026
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v15n2.p292-305

Abstract

Creativity is the ability to generate new ideas that are needed in the world of work, which demands innovation and solutions to complex problems. In the context of education, students still find it difficult to develop their creativity because learning is still carried out in a conventional manner. This research is a qualitative study that aims to describe the creativity of high school students in designing miniature suspension bridges using a STEM approach to quadratic functions, as viewed from a field-dependent cognitive style. The data for this study was collected from twenty-eight high school students at a school in Malang City. The research data was collected through the group embedded figures test, mathematics ability test, miniature suspension bridge products, and interviews. The research subjects were two students with a field-dependent cognitive style. The results of the study indicate that cognitive style influences how students model quadratic functions in a miniature suspension bridge project, and that students with a field-dependent cognitive style do not utilize quadratic functions when constructing the suspension arches. Therefore, further research is recommended to strengthen the integration of mathematical concepts in STEM projects.
PELATIHAN EDUECOPRENEURSHIP SEBAGAI SOLUSI PENDIDIKAN DAN PEMBERDAYAAN EKONOMI BAGI PEKERJA MIGRAN INDONESIA DI BRUNEI DARUSSALAM Wasis Wasis; Rooselyna Ekawati; Yurizka Melia Sari; Pardamean Daulay; Sifak Indana; Titin Sunarti; Nonik Indrawatiningsih; Mukhayyarotin Niswati Rodliyatul Jauhariyah; Sari Kusuma Dewi; Findiyani Ernawati Asih; Reny Amalia Permata; Annisa Rahmita Soemarsono
Jurnal ABDI: Media Pengabdian Kepada Masyarakat Vol. 11 No. 2 (2026): JURNAL ABDI : Media Pengabdian Kepada masyarakat
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/abdi.v11i2.48740

Abstract

Indonesian Migrant Workers (PMI) in Brunei Darussalam face limited access to continuing education, lack of entrepreneurial skills, and insufficient understanding of the integration between education, ecology, and business. To address this gap, the FMIPA team from Universitas Negeri Surabaya conducted an online EduEcopreneurship training in November 2025. The activity employed a participatory workshop approach and a pretest-posttest evaluation design. Results indicated a significant improvement in participants’ conceptual understanding, with average scores rising from 52.4 to 84.2 (a 31.8-point increase, or 60.7%). Moreover, 93.3% of participants successfully designed business ideas that integrated the three core pillars of EduEcopreneurship: Eco-Innovation, Eco-Opportunities, and Eco-Commitment. Participant feedback was rated “Good” (average 4.08 on a 5-point scale). These findings confirm that EduEcopreneurship serves as an effective dual empowerment model,combining non-formal education and sustainable economic development,for migrant workers.
VALIDITY OF DISCOVERY-BASED ETHNOMATEMATICS LESSON PLAN: A DEEP LEARNING APPROACH TO THE PYTHAGOREAN THEOREM Intan Nurlita; Yurizka Melia Sari
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.
COLLABORATIVE PROBLEM POSING USING GEOGEBRA: A STUDY ON HIGH MATH ABILITY JUNIOR HIGH SCHOOL STUDENTS Nurul Fadilah; Abdul Haris Rosyidi; Yurizka Melia Sari
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.
Penalaran Analogi Peserta Didik SMP Kemampuan Matematika Rendah dalam Menyelesaikan Masalah Open-Ended Topik Aljabar Zulfa Qurrotu Ain; Masriyah; Yurizka Melia Sari
MATHEdunesa Vol. 15 No. 1 (2026): Jurnal Mathedunesa Volume 15 Nomor 1 Tahun 2026
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v15n1.p223-233

Abstract

Analogical reasoning is a person's thought process to draw conclusions by processing information and identifying factual relationships so that it can be used to solve problems. Analogical reasoning is important in solving mathematical problems. However, some studies show that analogical reasoning in low mathematics ability students still requires in-depth research, especially in solving problems. This study aims to describe the analogical reasoning of low mathematics ability students in solving open-ended problems on algebra topics. This study used a qualitative method with a case study approach, in which data were obtained through tests and interviews with one eighth-grade student with low mathematical ability. The subject was selected based on mathematical ability, communication skills, and problem-solving skills. Analogical reasoning was analyzed based on four stages according to Ruppert: structuring, mapping, applying, and verifying. The results of the analysis show that students with low mathematical ability only identify some of the information in the structuring stage, do not find similarities in structure in the mapping stage, use the wrong solution strategy in the applying stage, and do not check the solution in the verifying stage. This research is expected to lead to further studies that can explore analogical reasoning on various topics, classes, reviews, mathematics ability levels, and other open-ended problem categories to gain a deeper understanding of students' analogical reasoning.
Pedagogical Content Validation of an Ethnomathematics-Based Role-Playing Game for Teaching Geometric Transformations Lustanti Rara Halis; Yurizka Melia Sari
Journal of Mathematical Pedagogy (JoMP) Vol. 7 No. 2: July 2026
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jomp.v7n2.p97-114

Abstract

Students frequently experience difficulties in learning geometric transformations because the concepts are highly abstract and require well-developed spatial reasoning. Integrating ethnomathematics into interactive learning media offers a promising pedagogical approach to contextualize mathematical concepts while promoting students' spatial ability. This study aimed to develop and examine the content validity of an ethnomathematics-based educational role-playing game (RPG), namely Tapak Citra, which incorporates the cultural heritage of Gedog Tuban batik to support junior high school students' learning of geometric transformations. The study employed a development research approach focusing on expert validation. Two mathematics education experts and two educational media experts evaluated the game using validation instruments, and the level of agreement was analysed using Gregory's content validity formula. The findings revealed a material validity index of 1.00 and a media validity index of 0.72, indicating that the developed game possesses high content validity and is appropriate for classroom implementation. These findings suggest that ethnomathematics-based role-playing games have the potential to become meaningful pedagogical tools for supporting students' spatial ability through culturally contextualized mathematics learning. Nevertheless, the study was limited to expert validation without classroom implementation. Future studies should investigate the practicality and effectiveness of the game in improving students' spatial ability and learning outcomes in geometric transformations
Computational Thinking Assessment Instruments for Elementary School Students Dyah Ayu Fitriana; Siti Nurul Hasana; Wasis Wasis; Yurizka Melia Sari
Jurnal Penelitian dan Pengembangan Pendidikan Vol. 10 No. 1 (2026): April
Publisher : LPPM Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jppp.v10i1.104694

Abstract

The development of digital technology has accelerated the need for computational thinking (CT) skills in elementary school students, yet significant challenges in measuring and assessing CT remain unresolved. The primary gap lies in the lack of comprehensive assessment instruments with strong psychometric validity and appropriateness to children's developmental stages. Previous research has highlighted limitations in available instruments, such as a tendency to focus on programming skills and a lack of comprehensive validity evidence. This study aims to identify, analyze, and synthesize CT assessment instruments for elementary school students through a systematic literature review. Specifically, this study catalogs available CT assessment instruments, evaluates their psychometric properties, and examines their suitability from developmental and cultural perspectives. Using the PRISMA 2020 guidelines, this study analyzed a number of empirical studies from the past decade. The systematic process included database searches, screening, eligibility assessment, and determining which studies met the inclusion criteria. The analysis revealed that most instruments had good levels of internal consistency reliability. However, gaps remain in providing comprehensive validity evidence, particularly regarding predictive validity. Furthermore, the algorithmic thinking component was the most dominant aspect measured, while the computational perspective dimension received less attention. Overall, this research provides evidence-based guidance for educators and policymakers in developing more equitable, comprehensive, and inclusive CT assessment instruments in a global context.
Penguatan Kompetensi Guru SMPN 6 Mojokerto dalam Merancang e-LKPD berbasis AI dan STEM Unplugged sebagai Penunjang Pembelajaran Mendalam Yurizka Melia Sari; Soffa Zahara; Fikky Dian Roqobih; Risky Dwi Afandy; Irsyad Izzuddin Arrauf; Olinda Maharani Aqilla Putri
Jurnal ABDINUS : Jurnal Pengabdian Nusantara Vol 10 No 1 (2026): Volume 10 Nomor 1 Tahun 2026
Publisher : Universitas Nusantara PGRI Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29407/ja.v10i1.27022

Abstract

Kurikulum Merdeka menuntut guru berinovasi dalam merancang kegiatan pembelajaran yang bermakna. Program pengabdian ini bertujuan meningkatkan kompetensi guru SMPN 6 Mojokerto dalam merancang e-LKPD berbasis AI dengan pendekatan STEM Unplugged untuk mendukung pembelajaran mendalam. Metode yang digunakan meliputi sosialisasi, pelatihan, praktik desain terbimbing, pendampingan, dan evaluasi. Hasil pelatihan menunjukkan 80% peserta meningkat pemahamannya dalam mengintegrasikan AI dan STEM Unplugged. Lebih lanjut, 80% peserta berhasil merancang serta menghasilkan produk e-LKPD inovatif yang siap diimplementasikan dalam kegiatan kokurikuler. Pelatihan ini berdampak positif pada kompetensi guru dalam merancang pembelajaran mendalam yang bermakna.
Pendampingan Guru Matematika SMP dalam Penyusunan Soal Tes Kemampuan Akademik Berbasis Konteks Berbantuan Artificial Intelligence di Kabupaten Jombang Yurizka Melia Sari; Endah Budi Rahaju; Nonik Indrawatingsih; Riska Wahyu Romadhonia; Danang Ariyanto
Bima Abdi: Jurnal Pengabdian Masyarakat Vol. 6 No. 3 (2026): Bima Abdi: Jurnal Pengabdian Masyarakat
Publisher : Yayasan Pendidikan Bima Berilmu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53299/ba-jpm.v6i3.5312

Abstract

Tes Kemampuan Akademik (TKA) menuntut guru mampu menyusun butir soal berbasis konteks yang mengukur tiga level kognitif, yaitu pengetahuan dan pemahaman, aplikasi, serta penalaran. Hasil koordinasi dengan MGMP Matematika SMP Kabupaten Jombang menunjukkan bahwa guru masih kesulitan merumuskan konteks yang relevan dan belum terampil memanfaatkan Artificial Intelligence sebagai alat bantu penyusunan soal. Kegiatan pengabdian ini bertujuan meningkatkan kompetensi guru matematika SMP di Kabupaten Jombang dalam menyusun soal TKA berbasis konteks berbantuan AI. Metode yang digunakan adalah pendekatan pelatihan dan pendampingan berbasis prinsip pembelajaran orang dewasa yang dilaksanakan melalui lima tahap, yaitu analisis situasi dan koordinasi awal, penyusunan materi dan instrumen, pelaksanaan pelatihan, pendampingan pasca pelatihan, serta evaluasi. Pelatihan dilaksanakan secara luring pada 25 Juli 2026 bersama guru anggota MGMP Matematika SMP Kabupaten Jombang. Evaluasi dilakukan melalui pretest, posttest, dan angket respon peserta. Hasil analisis terhadap 27 peserta yang mengikuti kedua tes menunjukkan peningkatan rerata penguasaan konsep dari 69,8 menjadi 87,3 dengan N-gain 0,46 berkategori sedang dan perbedaan yang signifikan secara statistik. Kelengkapan komponen prompt yang disusun peserta meningkat dari rerata 2,66 menjadi 4,13 dari tujuh komponen, sedangkan proporsi peserta yang mampu menyusun prompt lengkap naik dari 25,0 persen menjadi 54,8 persen. Angket respon menunjukkan 89,5 persen jawaban peserta berada pada kategori setuju dan sangat setuju. Disimpulkan bahwa pelatihan yang memadukan penguatan kerangka asesmen dengan praktik prompting efektif meningkatkan kompetensi guru, meskipun keterampilan teknis penyusunan prompt masih memerlukan pendampingan lanjutan. Pengabdian selanjutnya direkomendasikan menyelenggarakan pendampingan berkelanjutan berbasis sesi praktik iteratif dan instrumen telaah butir mandiri agar keterampilan prompting guru berkembang sampai tataran teknis.
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