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All Journal Jurnal Karya Pendidikan Matematika Edumatsains Mosharafa: Jurnal Pendidikan Matematika INCOME: Indonesian Journal of Community Service and Engagement Jurnal Pengabdian Masyarakat dan Riset Pendidikan Unnes Journal of Mathematics Education Hipotenusa: Journal of Mathematical Society
Yuli Bangun Nursanti
Universitas Sebelas Maret
Agriculture, Biological Sciences & Forestry Humanities Chemistry Education Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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Penguatan Kompetensi Guru Matematika SMP dalam Merancang Pembelajaran Berdiferensiasi pada Kurikulum Merdeka Imam Sujadi; Riki Andriatna; Ira Kurniawati; Arum Nur Wulandari; Yuli Bangun Nursanti
INCOME: Indonesian Journal of Community Service and Engagement Vol. 5 No. 1 (2026)
Publisher : EDUPEDIA Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/income.v5i1.1946

Abstract

Satuan pendidikan melalui Kurikulum Merdeka berkewajiban untuk memfasilitasi siswa dalam memaksimalkan potensi dan kemampuan individu setiap siswa, salah satunya melalui pembelajaran berdiferensiasi. Pembelajaran berdiferensiasi merupakan pembelajaran yang didasarkan pada kebutuhan siswa, baik kesiapan belajar siswa, minat belajar, dan profil belajar siswa. Akan tetapi, terdapat hambatan yang dialami oleh guru, khususnya guru Matematika SMP di kota Surakarta, dalam memahami pembelajaran berdiferensiasi, baik secara konsep maupun pelaksanaannya. Guru masih mengalami hambatan dalam menyusun alur dan proses pembelajaran berdiferensiasi. Untuk itu, dilakukan pelatihan implementasi pembelajaran berdiferensiasi yang melibatkan guru Matematika SMP di kota Surakarta sebanyak 20 orang. Adapun tahapan kegiatan yang dilakukan yaitu: (1) penyampaian materi mengenai kebijakan Kurikulum Merdeka dan pembelajaran berdiferensiasi; dan (2) perancangan pembelajaran matematika pembelajaran berdiferenisasi. Kegiatan pelatihan memberikan pemahaman kepada guru Matematika SMP kota Surakarta terkait pembelajaran berdiferensiasi, pada aspek konsep pembelajaran berdiferensiasi maupun merancang pembelajaran matematika dengan pendekatan pembelajaran berdiferenisasi melalui menggunakan kerangka backward design.
Hypothetical Learning Trajectory for Negative Integer in Differentiated Instruction: A Prospective Analysis in Didactical Design Research Riki Andriatna; Imam Sujadi; Ira Kurniawati; Arum Nur Wulandari; Yuli Bangun Nursanti; Kanya Barndt
Hipotenusa: Journal of Mathematical Society Vol. 8 No. 1 (2026): Hipotenusa : Journal of Mathematical Society
Publisher : Program Studi Tadris Matematika Universitas Islam Negeri (UIN) Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/hipotenusa.v8i1.2195

Abstract

Integers are one of the essential materials in mathematics, but provides its own difficulties for students, especially with regard to negative integers. This study aims to develop a hypothetical learning trajectory based on the results of the learning obstcale study. Specifically, the alleged learning trajectory is a conjecture on phase D students, namely Junior High School students based on the differentiation of the readiness aspects of high, medium, and low students. This study used development research with a didactical design research approach at the prospective analysis stage, namely analyzing the didactic situation before learning. The development results obtained a hypothetical learning trajectory based on the analysis of learning obstacle and literature review. Based on this, the hypothetical learning trajectory that is compiled consists of four stages starting from the concept of negative numbers, the concept of integers, counting operations on integers, and the properties of calculating operations on integers and their application. In addition to these four stages, the alleged learning trajectory also emphasizes the meaning of the minus sign as a prerequisite concept in integers. The integration of didactical situations in the hypothetical learning trajectory emphasizes the diversity of didactical situations towards students’ abilities as a form of differentiated instruction, especially in differentiating content.
Konstruksi dan Analisis Psikometrik Skala Motivasi Belajar Matematika Siswa SMP: Penelitian Yuli Bangun Nursanti; Hendrisa Rizqie Romandoni; Dzalfadina Tri Hastiti Cahyaningrum; Lutvia Gravika Aspira; Kania Fauziati Naila; Ririn Mardiyanti; Indra Jati Mukminan
Jurnal Pengabdian Masyarakat dan Riset Pendidikan Vol. 4 No. 3 (2026): Jurnal Pengabdian Masyarakat dan Riset Pendidikan Volume 4 Nomor 3 (Januari 202
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jerkin.v4i3.3995

Abstract

The absence of a standardized instrument contextualized for Indonesian students was a primary problem motivating this research, which aimed to develop and validate the Mathematics Learning Motivation Scale (MLMS) for junior high school students. This study employed a systematic instrument development process. The scale was constructed based on a synthesis of motivation theories, specifically operationalizing four key aspects: choice of tasks, effort, persistence, and self-confidence. These aspects were formulated into 30 Likert-scale items. The validation method included content validity, which was established through expert judgment from two education experts, and construct validity. The subjects for the validation trial were 31 eighth-grade students from a junior high school in Boyolali. The primary instrument used was the 30-item MLMS questionnaire itself. Data analysis was performed using SPSS version 22. The results from the Pearson product-moment correlation showed that all 30 items were valid, with each item's rcalculated score exceeding the rtable value of 0.355 at a 5% significance level. Furthermore, the reliability analysis reported a Cronbach's Alpha coefficient of 0.917, demonstrating very high internal consistency. It was concluded that the developed MLMS is a valid and highly reliable instrument, suitable for objectively measuring mathematics learning motivation in this specific student context.
Ethnomathematics of Traditional Houses on Two-Dimensional Figure Decomposition Material Tamara Febriana Salsabiela; Yuli Bangun Nursanti
Mosharafa: Jurnal Pendidikan Matematika Vol. 13 No. 4 (2024): October
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v13i4.1066

Abstract

Abstrak Penting   bagi   siswa   untuk   mengembangkan   kemampuan   etnomatematika dalam memecahkan  masalah  kehidupan sehari-hari. Penelitian ini bertujuan untuk mengetahui tingkatan kemampuan siswa dalam etnomatematika konsep dekomposisi bangun datar. Penelitian ini menggunakan metode campuran (mixing methods). Instrumen yang digunakan yaitu lembar kerja peserta didik saat proses pembelajaran materi dekomposisi bangun datar. Subjek penelitian terdiri dari 15 siswa kelas IV B SD Negeri Bakipandeyan 01. Data yang dianalisis menggunakan teknik analisis data kualitatif yaitu mereduksi, memaparkan, dan menyimpulkan. Hasil menunjukan bahwa nilai skor siswa ≥ 80 dengan jumlah siswa sebanyak 15 orang dan persentase 100 % maka dapat disimpulkan tingkat kemampuan siswa dalam etnomatematika konsep dekomposisi bangun datar pada rumah adat Jawa dan menyebutkan sifat-sifat bangun datar tersebut sangat baik dengan kategori A. Dengan demikian, rumah adat Jawa dapat menjadi alternatif dalam sumber belajar Matematika pada materi Dekomposisi Bangun Datar. Abstract It is important for students to develop ethnomathematical abilities in solving daily life problems. This study aims to determine the level of students' ability in ethnomathematics of the concept of two-dimensional figures decomposition. This research uses mixed methods. The instrument used was student worksheets during the learning process of two-dimensional figures decomposition material. The research subjects consisted of 15 students of class IV B SD Negeri Bakipandeyan 01. The data were analyzed using qualitative data analysis techniques, namely reducing, describing, and concluding. The results show that the student score ≥ 80 with a total of 15 students and a percentage of 100%, it can be concluded that the level of students' ability in ethnomathematics the concept of decomposition of two-dimensional figures in Javanese traditional houses and mentioning the properties of these two-dimensional figures is very good with category A. Thus, Javanese traditional houses can be an alternative in learning resources for Mathematics on Two-dimensional figures Decomposition material.
Needs Analysis for Developing a Board Game for Integer-operation Procedural Fluency in Junior High School Nabila Zahida; Yuli Bangun Nursanti; Imam Sujadi
Unnes Journal of Mathematics Education Vol. 15 No. 2 (2026): Reguler Issue
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ujme.v15i2.64508

Abstract

This study presents a needs analysis for developing a board game to support integer-operation learning and procedural fluency among seventh-grade junior high school students. Conducted as the preliminary stage of a research and development study, the analysis combined classroom observation, structured teacher interviews, and a timed written test. Participants were one mathematics teacher and 26 seventh-grade students at a public junior high school in Kudus Regency, Indonesia, selected through purposive sampling. Observation and interviews showed that instruction remained dominated by written drills without game-based media, while school policy restricted mobile-phone and internet use, making non-digital media a more realistic option for this context. Test results showed an average accuracy of only 60.7 percent, well below the 75 percent fluency threshold, with 30.8 percent of students classified as requiring intervention; addition and subtraction showed the weakest performance, with addition also showing a dual weakness in accuracy and speed. Ability was highly heterogeneous across students, and no significant correlation was found between integer-operation fluency and social-arithmetic performance. These findings indicate that students need meaningful, repeatable, non-digital practice media, while teachers need media that accommodate diverse abilities without adding to their instructional design workload. This study contributes empirically grounded design requirements that can guide the development of board-game media for procedural fluency in similarly resourced junior high school settings.
Design Characteristics of Board Games for Learning Number and Operations: A Systematic Literature Review Nabila zahida; yuli bangun nursanti; imam sujadi
EduMatSains : Jurnal Pendidikan, Matematika dan Sains Vol 11 No 2 (2026): October
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Kristen Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33541/edumatsains.v11i2.8787

Abstract

Board games are increasingly used in mathematics classrooms, yet little is known about how their design embeds number content beyond early childhood. This systematic literature review maps the design characteristics of board games for teaching number and operations in primary, secondary, and higher education, synthesises their reported outcomes, and identifies research gaps. Following PRISMA 2020, 669 records published between 2016 and 2026 were retrieved from Scopus, Semantic Scholar, and Google Scholar. After screening and quality appraisal with Mullet et al.’s rubric, 16 studies were synthesised narratively. Studies were concentrated in primary education (n = 9) and Indonesia (n = 9), and most used research-and-development designs (n = 9); only 5 included a comparison group. Race-track games with question or task cards were the most common design (n = 9), whereas intrinsic integration, in which moving or building on the board enacts a number operation, appeared in 6 studies that tended to have higher quality scores, an association rather than a causal effect. Procedural knowledge was targeted more often than conceptual knowledge. All 11 achievement studies reported improvement, but only 4 controlled studies showed an advantage over a comparison condition. Board games were associated with motivation, communication, and collaboration, whereas creativity was not measured and retention was examined in only 1 study. Integers were addressed by only 2 studies, and none examined integer subtraction, multiplication, or division in lower secondary school. The review proposes design principles that favour intrinsic integration and calls for controlled studies of board games for integer operations.
Development Of A Microlearning-Based LUMI E-Module To Improve Mathematical Literacy Skills On Circle Material For Eleventh-Grade Students Of Senior High Schools In Surakarta City Ahmad Fatkhul Alim; Ira Kurniawati; Yuli Bangun Nursanti
Jurnal Karya Pendidikan Matematika Vol 13, No 2 (2026): Jurnal Karya Pendidikan Matematika Volume 13 Nomor 2 Tahun 2026
Publisher : Universitas Muhammadiyah Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26714/jkpm.13.2.2026.78-85

Abstract

This study aimed to develop a microlearning-based LUMI E-Module on circle material to improve the mathematical literacy of eleventh-grade students in Surakarta City. The research was conducted at SMA Negeri 7 Surakarta involving 35 students. Utilizing the Research and Development (R&D) method with the ADDIE development model, data were collected through interviews, observations, validation questionnaires, practicality questionnaires, and mathematical literacy tests. Results showed that the LUMI E-Module achieved an average validity score of 0.978 from the material expert and 0.958 from the media expert, categorizing it as having very high validity. Practicality tests conducted by the teacher and students yielded percentages of 95.31% and 89.58% respectively, indicating it as very practical. The effectiveness test demonstrated an increase in the average pre-test score from 48.57 to 87.74 in the posttest, with an average N-Gain score of 0.77 (high category). Therefore, the developed E-Module was valid, very practical, and effective in enhancing mathematical literacy.
Co-Authors Ahmad Fatkhul Alim Arum Nur Wulandari Dzalfadina Tri Hastiti Cahyaningrum Hendrisa Rizqie Romandoni Imam Sujadi Indra Jati Mukminan Kania Fauziati Naila Kanya Barndt Kurniawati, Ira Lutvia Gravika Aspira Nabila Zahida Riki Andriatna Ririn Mardiyanti Tamara Febriana Salsabiela