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All Journal KALAMATIKA Jurnal Pendidikan Matematika Jurnal Penelitian Pendidikan IPA (JPPIPA) Indonesian Journal of Mathematics Education Hipotenusa: Journal of Mathematical Society
Kartono
Universitas Negeri Semarang
Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Education Materials Science & Nanotechnology Mathematics Physics

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Development of A Guided Discovery Learning Model Based on E-Learning in Thematic Learning Drajat Sukmanto Utomo; Kartono; Widiasih
Jurnal Penelitian Pendidikan IPA Vol 9 No 12 (2023): December
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v9i12.5309

Abstract

The research objectives include several things. The aim is to develop and analyze the effectiveness of an e-learning based guided discovery learning model in thematic learning for class V elementary school. The way to answer the research objectives is to use the ADDIE Research and Development (R&D) model. The school sample for testing the effectiveness of the model developed was selected based on probability sampling. After the sample was determined, the research results showed that the validity of the learning model was very good and could be used, while the results of the effectiveness of the model implementation could be understood through the posttest results and the results of filling out the questionnaire. Based on these results, it can be concluded that classes that use the guided discovery learning model have higher learning outcomes on average. The average learning outcome of students who studied with the e-learning based guided discovery learning model in the test class was 91.47 with a completion rate of 100%, while the control class which used the guided discovery learning model showed an average learning outcome of 88.33.
The Challenge Of Learning Statistical Literacy In Higher Education: A Systematic Literature Review Zulqoidi R. Habibie; Kartono; Wardono; Iqbal Kharisudin
Hipotenusa: Journal of Mathematical Society Vol. 7 No. 1 (2025): 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.v7i1.3372

Abstract

This study aims to look deeper into the definition of statistical literacy (SL) and learning challenges to improve SL, as SL has become essential for students to face the era of data disruption and quantitative information. Previous research has investigated the level of elementary to high school students. Not many still discuss the definition of SL in students in higher education and what challenges teachers need to prepare for in improving SL. The research questions of this study are as follows: 1) What is the distribution of SL definitions often used in higher education? 2) What challenges will be faced in improving SL? This study was a systematic review of 10 articles with inclusion criteria. The article search was assisted by Publish Or Perish (PoP) software by entering the keyword "SL" in the "title words" in the Scopus search and specifying the year “2018-2023”. The results of this study found that 1) The ability to comprehend, interpret, evaluate critically, communicate, describe, organize, generalize, hypothesize, and visualize statistical data and information is frequently emphasized as constituting SL.; 2) The challenge in improving SL is that educators can develop learning models with a contextual approach and the development of evaluation tools with a contextual approach. In future research, the author suggests that research can be conducted to develop learning models that can improve SL at the college level based on a contextual approach.
Analysis of Higher Order Thinking Skills in a TPACK Based Flipped Classroom Supported by Dynamic Assessment Ahmad Zaeni; Kartono; Mulyono; Y.L. Sukestiarno
Hipotenusa: Journal of Mathematical Society Vol. 7 No. 2 (2025): 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.v7i2.5554

Abstract

This study aims to identify students’ mathematical higher order thinking skills (HOTS) through the implementation of a Flipped Classroom model grounded in the Technological Pedagogical and Content Knowledge (TPACK) framework and supported by dynamic assessment. A mixed method approach with a concurrent embedded design was employed. The study involved 32 prospective mathematics teachers, divided evenly into an experimental group (n = 16) receiving TPACK based Flipped Classroom instruction with dynamic assessment and a control group (n = 16) receiving conventional instruction. HOTS were measured using a validated essay based test aligned with indicators of interpretation, analysis, evaluation, inference, and problem solving. For the qualitative phase, three students representing high, medium, and low prior ability levels were purposively selected. Data were analyzed using both quantitative and qualitative techniques. Quantitative data were analyzed using paired and independent samples t-tests and N-Gain, while qualitative data were examined using open coding and thematic analysis. Descriptive results showed higher posttest scores for the experimental group (M = 74.3, SD = 10.4) compared to the control group (M = 55.1, SD = 9.0). The independent samples t-test indicated a statistically significant difference between groups (p < .05), with a large effect size (Cohen’s d = 1.65) and a moderate N-Gain of 0.58 in the experimental group. Qualitative findings revealed that the high ability student demonstrated complete alignment with HOTS indicators through coherent modeling and proof strategies, while the medium ability student exhibited accurate procedural reasoning and partial conceptual explanation. The low ability student showed limited abstraction but demonstrated incremental improvement through scaffolded feedback. The combined findings show that integrating TPACK based Flipped Classroom instruction with dynamic assessment supports deeper mathematical reasoning by linking pre class technological engagement with in class mediated learning. This study contributes to the literature by demonstrating how dynamic assessment operationalized within a TPACK aligned flipped environment can strengthen students’ HOTS across varying ability levels.
Numeracy literacy outcomes of RME with local wisdom across cognitive styles Maharani Izzatin; Kartono; Zaenuri Zaenuri; Nuriana Rahmani Dewi
KALAMATIKA Jurnal Pendidikan Matematika Vol 10 No 2 (2025): KALAMATIKA November 2025
Publisher : FKIP Universitas Muhammadiyah Prof. DR. HAMKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/KALAMATIKA.vol10no2.2025pp137-152

Abstract

Numeracy literacy is a crucial skill involving the use of numbers, symbols, and basic mathematical concepts in daily life. However, PISA results indicate that Indonesian students’ numeracy literacy remains low, highlighting the need for effective learning models. This study examined the integration of the Realistic Mathematics Education (RME) model with Kudus local wisdom to enhance students’ numeracy literacy, taking into account their cognitive styles. Kudus local wisdom encompasses traditions such as Dandangan and local products like parijoto fruit, jenang, batik, sarongs, and embroidered kebaya. The research involved seventh-grade students at a state junior high school in Kudus and employed a quantitative quasi-experimental design with a 2×2 factorial arrangement. The Group Embedded Figures Test (GEFT) was used to identify students’ cognitive styles, while a numeracy literacy test measured learning outcomes. Data were analyzed using two-way ANOVA. The results showed that: (1) the RME model significantly improved numeracy literacy (p = 0.011); (2) cognitive style did not have a significant effect on numeracy literacy (p = 0.615); and (3) there was no significant interaction between learning model and cognitive style (p = 0.272). In conclusion, the RME model effectively enhances numeracy literacy regardless of students’ cognitive styles. Its integration with local wisdom not only supports student competencies but also aligns with the Merdeka Curriculum’s vision of meaningful learning and contributes to achieving the Pancasila Student Profile.
Numeracy Literacy Skills in the ELPSA Learning Model with the Realistic Mathematics Education Approach Viewed from Students' Mathematics Anxiety Rossa Mutik; Kartono; Iqbal Kharisudin
Indonesian Journal of Mathematics Education Vol. 7 No. 2 (2024): Indonesian Journal of Mathematics Education
Publisher : Universitas Tidar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31002/ijome.v7i2.2272

Abstract

This article aims to synthesize various studies related to numeracy literacy skills in the ELPSA learning model with the Realistic Mathematics Education approach, and its impact on students' mathematics anxiety. Using the Systematic Literature Review (SLR) method and meta-synthesis, this research examined how applying the ELPSA model combined with the Realistic Mathematics Education approach can improve students' numeracy skills while reducing their mathematics anxiety. The analysis found that this learning model is effective in helping students better understand mathematical concepts more openly and contextually, while supporting the enhancement of numeracy literacy through a Realistic Learning-based approach. Moreover, more positive interactions between students and the learning material help reduce anxiety in mathematics learning. The implications of this research highlight the importance of integrating the ELPSA and Realistic Mathematics Education models as a strategy that can optimize mathematics learning outcomes, create a more inclusive learning environment, and reduce students' psychological barriers.
Co-Authors Ahmad Zaeni Drajat Sukmanto Utomo Iqbal Kharisudin Maharani Izzatin Mulyono Nuriana Rahmani Dewi Rossa Mutik Wardono Wardono Widiasih Y.L. Sukestiarno Zaenuri Mastur Zulqoidi R. Habibie