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All Journal International Journal of Electrical and Computer Engineering 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 JMM (Jurnal Masyarakat Mandiri) 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 SCIENCE : Jurnal Inovasi Pendidikan Matematika dan IPA Edumatika 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 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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PELATIHAN EDUECOPRENEURSHIP SEBAGAI SOLUSI PENDIDIKAN DAN PEMBERDAYAAN EKONOMI BAGI PEKERJA MIGRAN INDONESIA DI BRUNEI DARUSSALAM Wasis, Wasis; Ekawati, Rooselyna; Sari, Yurizka Melia; Daulay, Pardamean; Indana, Sifak; Sunarti, Titin; Indrawatiningsih, Nonik; Jauhariyah, Mukhayyarotin Niswati Rodliyatul; Dewi, Sari Kusuma; Asih, Findiyani Ernawati; Permata, Reny Amalia; Soemarsono, Annisa Rahmita
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 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.
Students’ Creativity in Suspension Bridge Miniature Projects Based on Field-Dependent Cognitive Style Alfianita, Nova Febrian; Sari, Yurizka Melia
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.
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.
Co-Authors Abdul Haris Rosyidi Abid Lingga Barensa Afandy, Risky Dwi Afsari, Fadilla Ahmad Wachidul Kohar Alfianita, Nova Febrian Ali Shodikin Aliya, Afifa Alvenna Nursyafira Anjani, Karlina Anjasari, Tika Arfiansyah, Noval Ilham Arlinwibowo, Janu Arrauf, Irsyad Izzuddin Asih, Findiyani Ernawati 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 Heri Purnomo Indrawatiningsih, Nonik Jamil, Siti Nur Amalina Kurniasari, Santi Lestari, Widy Martin, Azzahra Cahyaning Marzuqi, Muhammad Ilyas Masitah Shahrill, Masitah Masriyah MASRIYAH Minarsih, Ni Made Marlin Mukhayyarotin Niswati Rodliyatul Jauhariyah Mulyani, Adela Nabilah, Nurjihan Nafis, Tazkiyatun Ningtyas, Syahratu Cahya Nurlita, Intan Nurul Fadilah, Nurul Pardamean Daulay Permata, Reny Amalia Prayogo, Mochammad Reval Ardhi Yudi Prihartiwi, Nina Rinda Puspaningtyas, Nicky Dwi Putra, Riza Dhifa Alzabarjud Putri, Aulia Eka Putri, Olinda Maharani Aqilla Putri, Taszkia Aulia Putriani, Desi Rahaju, Endah Budi Rahayu, Dwi Shinta Rahmawati, Nabila Neva Rini Setianingsih Rooselyna Ekawati Sari Kusuma Dewi, Sari Kusuma Sari, Sovy Dia Permata Sholihah, Umi Mar’atus Shubhiy, Annisa Nadiya Fauziyah Sifak Indana Siti Farida Soemarsono, Annisa Rahmita Sri Suryanti Suprapto Suprapto TITIN SUNARTI Valentino, Erik Wasis Wasis Yanti, Liza Puspita Zahara, Soffa