Article Per Year (5 Year)
p-Index From 2021 - 2026
2.504
P-Index
This Author published in this journals
All Journal KALAMATIKA Jurnal Pendidikan Matematika MaPan : Jurnal Matematika dan Pembelajaran PRISMA Jurnal Pengabdian Pada Masyarakat Juring (Journal for Research in Mathematics Learning) International Journal of Community Service Learning OIKOS: Jurnal Kajian Pendidikan Ekonomi dan Ilmu Ekonomi BIOSFER : Jurnal Biologi dan Pendidikan Biologi Symmetry: Pasundan Journal of Research in Mathematics Learning and Education JP3M (Jurnal Penelitian Pendidikan dan Pengajaran Matematika) Pasundan Journal of Mathematics Education : Jurnal Pendidikan Matematika Polinomial : Jurnal Pendidikan Matematika Jurnal Pendidikan Amartha IndoMath: Indonesia Mathematics Education
Jusep Saputra, Jusep
Universitas Pasundan
Agriculture, Biological Sciences & Forestry Humanities Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

Published : 23 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 23 Documents
Search

 1   2   3 
TRANSFORMASI KURIKULUM MATEMATIKA DI NEW SOUTH WALES (NSW) EDUCATION STANDARDS AUTHORITY (NESA): ANALISIS FILOSOFIS, STRUKTURAL, DAN PEDAGOGIS BERDASARKAN DOKUMEN NESA K–12 Saputra, Jusep; Mulyono; Waluya, Budi
Symmetry: Pasundan Journal of Research in Mathematics Learning and Education Vol. 10 No. 2 (2025): Symmetry: Pasundan Journal of Research in Mathematics Learning and Education
Publisher : Mathematics Education Study Program, FKIP, Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/symmetry.v10i2.36894

Abstract

This study aims to analyze the transformation of the mathematics curriculum in New South Wales (NSW), Australia, developed by the New South Wales Education Standards Authority (NESA). A qualitative descriptive approach using document analysis was applied to examine the NESA K–12 mathematics syllabuses (2021–2024). The analysis covered four main dimensions: philosophical, structural, pedagogical, and evaluative. Findings reveal that the NESA mathematics curriculum reflects a humanistic-progressive philosophy, positioning mathematics as a means of logical and reflective reasoning through the Working Mathematically framework. The curriculum adopts a spiral and flexible structure, ensuring vertical continuity from Kindergarten to Stage 6 through differentiated pathways (Standard, Advanced, Life Skills, Extension 1–2, and Numeracy). Pedagogical implementation emphasizes inquiry-based, contextual, and technology-integrated learning, while the assessment system applies performance bands and evidence-based evaluation to ensure fairness and inclusivity. This model provides valuable insights for strengthening Indonesia’s Kurikulum Merdeka, fostering a reflective, inclusive, and competence-oriented mathematics education.
Peningkatan Kemampuan Komunikasi Matematis Siswa SMA Melalui Model Problem-based Learning Berbantuan Quizizz Larisa, Erinna; Fisher, Dahlia; Saputra, Jusep
Polinomial : Jurnal Pendidikan Matematika Vol. 5 No. 1 (2026)
Publisher : Papanda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jp.v5i1.3322

Abstract

Mathematical communication skills are one of the important competencies in mathematics learning; however, many students still experience difficulties in expressing ideas and solutions systematically. This study aims to analyze the improvement of high school students’ mathematical communication skills through the implementation of a Quizizz-assisted Problem-Based Learning (PBL) model. The research employed a quasi-experimental method with a quantitative approach and a Non-Equivalent Control Group Design. The sampling technique used was purposive sampling, with the research sample consisting of two Grade 10 classes at a private senior high school in Bandung, each comprising 31 students as the experimental and control groups. The instrument used was an essay test of mathematical communication skills administered before and after the treatment. The results showed that the average N-Gain for the experimental class was 0.68 and for the control class was 0.61, both falling into the moderate category. The t-test indicated a significant difference between the two groups (p < 0.05). These findings suggest that the Quizizz-assisted PBL model is more effective than conventional instruction in improving students’ mathematical communication skills. This model also enhances students’ motivation and participation through Quizizz’s interactive features.
The Use of Problem-Based Learning Model Assisted by Quizizz to Improve The Mathematical Problem-Solving Ability of Junior High School Students Naila Naswa Fazliana; Dahlia Fisher; Jusep Saputra
PRISMA Vol. 15 No. 1 (2026): PRISMA
Publisher : Universitas Suryakancana

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study aims to determine whether the mathematical problem-solving ability of students who receive the Problem-based Learning model assisted by Quizizz is better than students who receive the conventional learning model. This study uses a quantitative approach with a quasi-experimental design. The subjects of this study consisted of two classes, namely class VIII D as the experimental class that received the Problem-based Learning model assisted by Quizizz, and class VIII C as the control class that received the conventional model in one of the state junior high schools in West Bandung district. The instrument used in this study was a test of mathematical problem-solving ability. The data analysis technique for the mathematical problem-solving ability test used a two-sample test (t-test), which was processed using the IBM SPSS Statistics 23 for Windows software. The study's results showed that the mathematical problem-solving ability of students who received the Problem-based Learning model, assisted by Quizizz, was better than that of students who received the conventional learning model.
Co-Authors Anggoro Ari Nurcahyo Bana G. Kartasasmita Beni Yusepa Ginanjar Putra Chandra Aditya Dahlia Fisher Darta Darta, Darta Darta, Darta Dianing Anugerah gina ganjar maulana Hermawan, Vevi Larisa, Erinna Lestari, Titin Mia Nurkanti Mulyono Nadiya Ahsani Salsabilla Naila Naswa Fazliana Nurcahyo, Anggoro Ari Nurcahyo, Anggoro Ari Nursabilla, Febyliany Pasaribu, Novelia Finenes Rany Nur Amalia Sahrudin, Asep Selfiana, Via St. Budi Waluya Suci, Ica Cahya Tri Syifa Az Zahra Taufik Rahman Taufik Rahman Thesa Kandaga