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All Journal Jurnal Gantang Journal of Research in Science and Mathematics Education Indonesian journal of teaching and learning International Journal of Contemporary Studies in Education International Journal of Mathematics and Mathematics Education (IJMME) International Journal of Applied Learning and Research in Algebra International Journal of Geometry Research and Inventions in Education
Edi Susanto
University of Bengkulu
Biochemistry, Genetics & Molecular Biology Chemistry Education Languange, Linguistic, Communication & Media Mathematics Physics Other

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Mathematics PISA Problems Using Local Context for Elementary School Students Agus Susanta; Irwan Koto; Edi Susanto
Jurnal Gantang Vol 8 No 1 (2023): Jurnal Gantang
Publisher : Universitas Maritim Raja Ali Haji

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31629/jg.v8i1.5604

Abstract

Referring to the results of an international survey, one of which is PISA, the achievements of Indonesian students are still below the global average score. The main problem that is the causative factor is that students need to be used to solving similar problems. The issues used in PISA questions are familiar to only some students in Indonesia. This study aimed to develop PISA model mathematical problems with valid and reliable local contexts and potential impacts. The type of research conducted is development research using the ADDIE model with the stages of analysis, design, development, and evaluation. The test subjects were fifth-grade elementary school students in Bengkulu and South Sumatra provinces. The research instruments were product development validity sheets, legibility sheets, and student response questionnaires. Data analysis consisted of validity analysis using the Aiken Index and reliability with Cronbach Alpha. The study results show that PISA model mathematical questions with the regional context meet the validity, reliability, and potential impact criteria. The results of the implementation test showed that 11 students (27.50%) were in the low category, 32 students (55.00%), and 7 students (17.50%) were in the high category.
The Effect of Digital Literacy and Reading Literacy on the Statistical Literacy of Higher Education Students Edi Susanto; Pratiwi Disha Stanggo; Ringki Agustinsa; Syafdi Mayzora
Journal of Research in Science and Mathematics Education Vol. 5 No. 2 (2026): August
Publisher : EDUPEDIA PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/jrsme.v5i2.2129

Abstract

Purpose: Statistical literacy has emerged as a fundamental competency in higher education, enabling students to critically interpret, evaluate, and communicate data in an increasingly data-driven society. This study investigated the contributions of digital literacy and reading literacy to university students' statistical literacy. Methodology: A quantitative correlational design was employed with 147 students from three academic departments within the Faculty of Teacher Training and Education, University of Bengkulu. Data were collected using validated instruments measuring digital literacy, reading literacy, and statistical literacy and analyzed through descriptive statistics and multiple linear regression. Findings: Both digital literacy (β = 0.344, p < .001) and reading literacy (β = 0.431, p < .001) exerted significant positive effects on statistical literacy, with the regression model explaining 43.5% of the variance. Reading literacy demonstrated a stronger predictive influence, underscoring the importance of comprehending, evaluating, and synthesizing written information in developing statistical reasoning. Although participants reported relatively high levels of digital and reading literacy, their statistical literacy remained comparatively lower across all departments, suggesting that technological proficiency alone is insufficient to cultivate robust statistical competence. Significance: The findings conceptualize statistical literacy as a multidimensional competency requiring the integration of digital, cognitive, and interpretive skills. Strengthening digital literacy alongside reading literacy can substantially enhance students' capacity to interpret and apply statistical information. Accordingly, higher education institutions should embed authentic data-analysis tasks, digital learning resources, and critical reading practices within statistics instruction to better prepare graduates for evidence-based decision-making in increasingly data-intensive contexts.
Analisis Kualitas dan Tingkat Kognitif Soal Penilaian Sumatif Akhir Semester Genap Kelas IX SMP Negeri 02 Kota Bengkulu Berdasarkan Taksonomi Bloom Revisi Septa Suherti; Agus Susanta; Edi Susanto; Pratiwi Disha Stanggo
Indonesian Journal of Teaching and Learning (INTEL) Vol. 3 No. 2 (2024)
Publisher : Edupedia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/intel.v3i2.1047

Abstract

Penelitian ini bertujuan untuk mengetahui kualitas dan tingkat kognitif soal Penilaian Sumatif Akhir Semester (PSAS) genap kelas IX SMP Negeri 02 Kota Bengkulu tahun ajaran 2022/2023 berdasarkan Taksonomi Bloom revisi. Jenis penelitian ini adalah penelitian deskriptif dengan pendekatan kuantitatif. Subjek dalam penelitian ini adalah seluruh lembar jawaban penilaian sumatif matematika peserta didik kelas IX B SMP Negeri 02 Kota Bengkulu tahun ajaran 2022/2023 yang berjumlah 31 peserta didik dengan setiap lembar jawaban terdiri dari 40 butir soal. Pengumpulan data dilakukan dengan metode dokumentasi. Hasil penelitian menunjukkan bahwa: (1) Ditinjau dari kualitas soal yaitu a) Validitas terdapat 20 butir soal (53%) yang dinyatakan valid dan 18 butir soal (47%) yang dinyatakan tidak valid; b) Reliabilitas, soal PSAS memiliki reliabilitas yang tinggi yaitu sebesar 0,777; c) Tingkat kesukaran memiliki 6 butir soal (16%) dikategorikan sukar, 25 butir soal (66%) dikategorikan sedang dan 7 butir soal (18%) dikategorikan mudah; d) Daya pembeda terdapat 7 soal (18%)  sangat jelek, 6 soal (16%)  jelek, 11 soal (29%)  cukup, 13 soal (34%) baik, dan 1 soal (3%) sangat baik. (2) Ditinjau dari tingkat kognitif soal berdasarkan Taksonomi Bloom revisi kategori tingkat kognitif mengingat (C1) sebesar 17,5% (7 soal), memahami (C2) sebesar 20% (8 soal), mengaplikasikan (C3) sebesar 52,5% (21 soal), menganalisis (C4) sebesar 10% (4 soal) dan tidak ada soal (0%) pada tingkat kognitif mengevaluasi (C5) dan mencipta (C6).
From Concept Recognition to Problem Solving: An Indicator-Level Analysis of Students’ Conceptual Understanding of Algebra Reva Gustri Sarah; Hari Sumardi; Edi Susanto
International Journal of Applied Learning and Research in Algebra Vol. 3 No. 2 (2026)
Publisher : EDUPEDIA Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/algebra.v3i2.2414

Abstract

Purpose – This study examines seventh-grade students’ mathematical conceptual understanding of algebra and identifies areas of conceptual difficulty. The study responds to concerns about weak algebraic understanding, reflected in a mean daily assessment score of 49.21 at a junior secondary school in Bengkulu, Indonesia. Methodology – A descriptive qualitative design involved 36 seventh-grade students. Data were collected through a mathematical conceptual understanding test and follow-up interviews. Students’ responses were analysed across indicators of restating concepts, representing concepts, selecting appropriate procedures, and applying concepts to problem solving. Findings – No students were classified in the high category; 16 students (44.44%) were in the moderate category and 20 (55.56%) in the low category, with an overall mean score of 27.08. Achievement was highest for restating concepts (42%), followed by representing concepts (31%), using appropriate procedures (22%), and applying concepts in problem solving (13%). Interviews also identified learning environment, facilities, self-regulation, learning independence, and access to learning resources as contextual factors related to students’ difficulties. Novelty – The study provides an indicator-level diagnostic profile showing that students’ difficulties become more pronounced as algebraic understanding moves from recalling and representing concepts toward procedural selection and problem application. Significance – The findings contribute contextual evidence to international research on algebra learning by identifying a progression of conceptual difficulties that can inform diagnostic assessment and targeted instruction in comparable lower-secondary mathematics settings.
Students' Mathematical Problem-Solving Ability in Bengkulu Tabot Context Based on Polya Steps Hanny Nurhikma Prapti; Edi Susanto; Hari Sumardi
International Journal of Contemporary Studies in Education (IJ-CSE) Vol. 2 No. 1 (2023)
Publisher : EDUPEDIA Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (323.668 KB) | DOI: 10.56855/ijcse.v2i1.222

Abstract

This study aims to analyze the ability to solve mathematical problems in the context of Tabot in Bengkulu state junior high school based on Polya's steps. This type of research is descriptive research with a qualitative approach. Methods of data collection in the form of a test about the ability to solve mathematical problems in the context of Tabot, interviews, and competencies. The results of this study found that the average of all mathematical problem-solving abilities of state junior high school students was 46.54% with sufficient criteria. The average student in the ability to understand the problem is 54.08% with sufficient comparison, the average in the ability to compose problems is 50.45% with sufficient withdrawal, the average problem solving is 43.53% with sufficient comparison, and the average at the conclusion is 34.15% with low criteria. It is suggested to teachers practice solving problem-solving questions.
The Influence of Student Worksheets Based on PBL-Mathematical Literacy on Problem-solving in Junior High Schools in Bengkulu Miftahul Izzati; Effie Efrida Muchlis; Edi Susanto; Sonya Fiskha Dwi Patri; Febri Kristiani; Pratiwi Disha Stanggo
International Journal of Mathematics and Mathematics Education Vol. 3 No. 2 (2025)
Publisher : EDUPEDIA Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/ijmme.v3i2.1374

Abstract

Purpose – Problem-solving is a key component in mathematics education, as emphasized by the NCTM. At SMAN 6 Kota Bengkulu, students’ performance in trigonometry remains low due to weak problem-solving skills and limited engagement. This study investigates the effect of the Problem-Based Learning (PBL) model, supported by mathematical literacy worksheets, on students’ mathematical problem-solving abilities. Methodology – A quasi-experimental design was employed using the Nonequivalent Posttest-Only Control Group Design. The population consisted of all 10th-grade students at SMAN 6 Bengkulu. Two classes were selected: Class XJ as the experimental group, taught using the PBL model with literacy-based worksheets, and Class XI as the control group, taught using a Cooperative Learning model. Data were collected through a mathematical problem-solving test and analyzed using an independent t-test. Findings – Results showed a significant difference in performance, with t<sub>value</sub> = 3.713 > t<sub>critical</sub> = 1.673, indicating that the experimental group outperformed the control group in problem-solving ability. Novelty – This study offers a novel integration of PBL with mathematical literacy worksheets—an underexplored instructional approach in secondary trigonometry education. By combining content-specific literacy materials with a problem-based pedagogy, the study addresses a gap in research focused on enhancing higher-order thinking in mathematics. Significance – The findings provide empirical support for incorporating literacy-based, student-centered strategies in mathematics instruction. The study has implications for curriculum design aimed at improving problem-solving performance in similar educational contexts.
Exploration of Students' Abilities in Solving Mathematical Literacy Problems on Geometry Material Using Polya's Steps Tryza Ramalia; Effie Efrida Muchlis; Edi Susanto; Aw Yoke Cheng
International Journal of Geometry Research and Inventions in Education Vol. 1 No. 2 (2024)
Publisher : EDUPEDIA Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/gradient.v1i2.1269

Abstract

Students face challenges in understanding the minimum competency assessment (AKM) mathematical literacy questions, as they struggle to interpret and solve the problems effectively. This difficulty stems from their low comprehension of the questions and limited problem-solving skills, particularly when confronted with questions differing from the examples provided by the teacher. This study investigates students’ abilities to solve AKM mathematical literacy questions using Polya’s problem-solving steps. The research is descriptive with a qualitative approach, involving a population of all Grade VIII students at SMP 21 Bengkulu City during the 2023/2024 academic year. The sample consisted of 30 students from class VIII.3 and 30 from class VIII.6. Data collection included test and non-test (interview) methods, utilizing AKM-based test instruments and Polya step-guided problem-solving tasks. Results indicated that 44 students (73.33%) demonstrated low ability, 11 students (18.33%) showed medium ability, and only 5 students (8.33%) exhibited high ability in solving AKM literacy questions. Overall, students’ problem-solving skills were categorized as low, with notable difficulties in planning, executing, and reviewing solutions to mathematical problems.
Co-Authors Agus Susanta Agustinsa, Ringki Aw Yoke Cheng Effie Efrida Muchlis Febri Kristiani Hanny Nurhikma Prapti Hari Sumardi Irwan Koto Miftahul Izzati Pratiwi Disha Stanggo Reva Gustri Sarah Septa Suherti Sonya Fiskha Dwi Patri Syafdi Mayzora Tryza Ramalia