Article Per Year (5 Year)
p-Index From 2021 - 2026
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All Journal Journal of Humanities and Social Studies Jurnal Pendidikan Indonesia Gemilang
Wiryanto Wiryanto
Surabaya State University
Arts Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Analysis Readiness School In Implementation Of Inclusive Education In Malang City Dessy Putri Wahyuningtyas; Nur Rohmah Nilam Sari; Surayanti Surayanti; Wiryanto Wiryanto
JHSS (JOURNAL OF HUMANITIES AND SOCIAL STUDIES) Vol 7, No 3. (2023): JHSS (Journal of Humanities and Social Studies)
Publisher : UNIVERSITAS PAKUAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33751/jhss.v7i3..9433

Abstract

Inclusive education is an effort to implement education with students with disabilities and non-disabled students as a form of justice, equality and the realization of human rights in the field of education. The low participation of children with disabilities in the learning process is very low due to limited physical and social abilities. The aim of this research is to study, analyze and evaluate the inclusive education delivery system in Malang City at the elementary, middle and high school levels. This research used a survey method with a quantitative approach carried out in Malang City, East Java. The population of this research was all inclusive schools in Malang City, totaling 160 schools. Based on the results of the analysis of questionnaire data distributed to respondents, it shows that the key to the success of educational units providing inclusive education is the readiness of teachers and disability-friendly infrastructure which is a significant benchmark for interventions to minimize barriers to learning for students with disabilities in order to realize learning flexibility, in addition to the support of students' parents. Disability is also a major supporting factor for educational units
Integration of Realistic Mathematics Education (RME) and GeoGebra in Elementary School Geometry Learning: A Systematic Literature Review Yuni Saraswati; Wiryanto Wiryanto; Rooselyna Ekawati
Jurnal Pendidikan Indonesia Gemilang Vol 6, No 1 (2026)
Publisher : Gemilang Maju Publikasi Ilmiah (GMPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53889/jpig.v6i1.849

Abstract

This systematic literature review explored the integration of Realistic Mathematics Education and GeoGebra in elementary geometry education, critically examining 27 empirical studies published between 2020 and 2025. This study examines the effectiveness of the integration in promoting conceptual understanding, engagement, motivation, and cognitive development in geometry education using the guidelines presented by PRISMA. This systematic literature review is conducted by carefully selecting studies from prominent databases such as Scopus, Web of Science, and Google Scholar. From the analysis, it is evident that the integration of RME and GeoGebra is effective in promoting learning outcomes, with approximately 80% of studies showing enhanced results in geometry understanding and student motivation. Some of the findings include the fact that GeoGebra, being a visual tool, enhances the contextual approach presented by RME, making it a very effective tool in creating an effective learning environment that connects concrete experiences with abstract mathematical concepts. From this study, it is also evident that there are gaps in the studies, with most studies being conducted in secondary education, while few are conducted in elementary education. Under methodological limitations, there is a lack of separation of the effects of GeoGebra and no longitudinal studies that focus on the long-term effects. The review offers recommendations on the way forward in terms of research direction, such as the design of RME and GeoGebra integrated modules and teacher training, as well as the exploration of the effects on student engagement and communication skills. The synthesis is beneficial in the understanding of how technology can change the face of realistic mathematics education in the teaching and learning of elementary geometry.
The Effectiveness of Role Playing Learning in Improving the Numeracy Skills of Primary School Students: A Systematic Literature Review Andi Dewi Karmila; Wiryanto Wiryanto; Rooselyna Ekawati
Jurnal Pendidikan Indonesia Gemilang Vol 6, No 1 (2026)
Publisher : Gemilang Maju Publikasi Ilmiah (GMPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53889/jpig.v6i1.851

Abstract

Numeracy is a fundamental skill that must be mastered by elementary school students as the basis for developing mathematical competencies at the next level. This study aimed to analyze the effectiveness of role-playing learning in improving the numeracy skills of elementary school students through a systematic literature review of 13 studies published in the 2020-2025 period. The research method uses a systematic literature review approach with content analysis techniques on articles obtained from the Consensus database, Google Scholar, and national and international journal repositories. The inclusion criteria include research that discusses the implementation of role playing in numeracy learning at the elementary school level with experimental, quasi-experimental, or classroom action research designs. The results of the analysis showed that role playing learning consistently improved students' numeracy skills with the percentage of learning completeness increasing from the range of 40-60% to 92-96% after implementation. Role-playing learning has been proven to be effective in improving understanding of decimal number concepts, counting operations, the ability to solve story problems, mathematical representations, and student motivation and participation in learning. The integration of role playing with other approaches such as Problem-Based Learning, Realistic Mathematics Education, and Teaching at the Right Level strengthens the effectiveness of learning. The limitations of the studies identified included limited topic coverage, research design without adequate control groups, and relatively short duration of interventions. This study recommends replicating studies with a stronger experimental design, more diverse material coverage, and longer implementation duration to measure the long-term impact of role-playing learning on elementary school students' numeracy skills.
Co-Authors Andi Dewi Karmila Dessy Putri Wahyuningtyas Nur Rohmah Nilam Sari Rooselyna Ekawati Surayanti Surayanti Yuni Saraswati