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All Journal SIGMA: Jurnal Pendidikan Matematika Jumper : Journal of Educational Multidisciplinary Research Referensi Islamika: Jurnal Studi Islam
Fitriani Fitriani
Universitas Islam Ahmad Dahlan
Religion Humanities Computer Science & IT Education Environmental Science Library & Information Science Mathematics Other

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ANALISIS PENGARUH ARUS GLOBALISASI TERHADAP PERUBAHAN NILAI SOSIAL SISWA DALAM PEMBELAJARAN MATEMATIKA DI SEKOLAH DASAR Nurjannah Nurjannah; Anggy Heriyanti; Irmayanti Irmayanti; Fitriani Fitriani; Husnul Khatimah
SIGMA: JURNAL PENDIDIKAN MATEMATIKA Vol. 17 No. 2: Desember 2025
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/9ywn7k97

Abstract

Penelitian ini bertujuan untuk menggambarkan arus globalisasi dan nilai sosial siswa, mengkaji hubungan linear keduanya, serta menganalisis pengaruh arus globalisasi terhadap nilai sosial dalam pembelajaran matematika di SD 286 Pasaka. Sampel penelitian sebanyak 48 siswa kelas IV sampai VI diambil dengan teknik total sampling. Data dikumpulkan menggunakan angket dan dianalisis secara deskriptif serta regresi linier sederhana. Hasil menunjukkan bahwa arus globalisasi yang dialami siswa berada pada kategori sedang, sementara nilai sosial siswa dalam pembelajaran matematika tergolong tinggi. Hubungan antara arus globalisasi dan nilai sosial bersifat linear dengan nilai signifikansi 0,973 (p > 0,05). Selain itu, arus globalisasi berpengaruh positif dan signifikan terhadap nilai sosial siswa dengan koefisien regresi sebesar 0,277 dan nilai signifikansi 0,013 (p < 0,05), yang menjelaskan 14% variasi nilai sosial siswa. Temuan ini menegaskan bahwa globalisasi dapat memengaruhi nilai sosial siswa secara positif apabila diarahkan melalui pembelajaran berbasis nilai dan peran aktif guru. Penelitian ini memberikan implikasi penting bagi pengembangan strategi pembelajaran matematika yang mengintegrasikan aspek kognitif dan nilai karakter dalam menghadapi tantangan globalisasi.
Analisis Proses Berpikir Tingkat Tinggi Berbasis STEM Terintegrasi Artificial Intelligence pada Mata Kuliah Statistik Dasar Fitriani Fitriani; Andi Heriani; Nurjannah Nurjannah; Anggy Heriyanti; Wafiq Azizah
Jumper: Journal of Educational Multidisciplinary Research Vol 5 No 2 (2026): Jumper: Journal of Educational Multidisciplinary Research
Publisher : LSM Catimore dan Sahabat Jl. Paya Ilang/Pertamina Desa Lemah Burbana, Takengon, Aceh Tengah 24552

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56921/jumper.v5i2.462

Abstract

This study aims to analyze students' Higher-Order Thinking Skills (HOTS) within the context of an AI-integrated, STEM-based Basic Statistics course and to describe the role of AI in supporting the development of these skills. A qualitative, descriptive research approach was employed. The subjects consisted of three students from the Mathematics Education program enrolled in the Basic Statistics course, selected purposively based on high, medium, and low ability levels. Data were collected through observation, in-depth interviews, documentation, and HOTS-based assignment sheets. Data analysis followed the Miles and Huberman model—comprising data reduction, data display, and conclusion drawing—while data validity was verified through source and method triangulation. The results indicate that high-ability students were capable of critically analyzing, evaluating, and reflecting on statistical problem-solving processes and effectively utilizing AI as a learning aid. Medium-ability students demonstrated an understanding of concepts and the ability to use technology, though their evaluative and creative skills remained limited. Meanwhile, low-ability students tended to rely on procedural approaches, example solutions, and instant answers, showing suboptimal performance in contextual analysis and reflection. AI played a role in facilitating conceptual understanding, data analysis, answer evaluation, and the development of critical thinking and problem-solving skills; however, its use required a critical mindset to avoid dependency. This study provides empirical insights into the characteristics of students' HOTS in an AI-integrated, STEM-based Basic Statistics course, offering a reference for developing instructional strategies aimed at enhancing higher-order thinking skills in higher education.
Decolonising the curriculum through multicultural education as an effort to develop critical awareness among the younger generation Sudirman P; Andi Muh. Taqiyuddin BN; Saifuddin Amin; Fitriani Fitriani; Siti Fatimahtu Sahra
Referensi Islamika: Jurnal Studi Islam Vol. 4 No. 4 (2026): August
Publisher : Academic Bright Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66053/ri.v4i4.465

Abstract

This study aims to critically analyse curriculum decolonisation through multicultural education as a strategy for developing critical awareness among the younger generation amid the continued dominance of hegemonic perspectives in educational knowledge, narratives, and practices. This study employs a literature review approach through a critical analysis of academic literature, previous research findings, and theoretical perspectives on curriculum decolonisation, multicultural education, and critical awareness. The data were analysed through critical interpretative analysis to identify forms of epistemological dominance within the curriculum and opportunities for transformation through a multicultural perspective. The findings indicate that curriculum decolonisation is highly relevant to developing critical awareness among the younger generation, with its success largely determined by the ability of education to shift the paradigm from the reproduction of knowledge towards the production of knowledge. Curriculum decolonisation does not mean being anti-Western knowledge; rather, it entails building a fair, dialogical, pluralistic, and critical knowledge ecosystem. This study emphasises the need for curriculum reconstruction that is more inclusive, dialogical, contextual, and reflective, accompanied by strengthening teachers’ capacity as agents of epistemological and pedagogical transformation. The originality of this study lies in the integration of curriculum decolonisation, multicultural education, and the development of critical awareness among the younger generation within a single analytical framework that not only questions what is taught, but also examines who holds the power to determine knowledge and whose perspectives are legitimised.
Co-Authors Andi Heriani Andi Muh. Taqiyuddin BN Anggy Heriyanti Husnul Khatimah Irmayanti Irmayanti Nurjannah Nurjannah Saifuddin Amin Siti Fatimahtu Sahra Sudirman P Wafiq Azizah