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All Journal International Journal of Evaluation and Research in Education (IJERE) JURNAL DERIVAT: JURNAL MATEMATIKA DAN PENDIDIKAN MATEMATIKA JPPM (JURNAL PENELITIAN DAN PEMBELAJARAN MATEMATIKA) Al-Jabar : Jurnal Pendidikan Matematika NUMERICAL (Jurnal Matematika dan Pendidikan Matematika) PAEDAGOGIA Jurnal SOLMA Abdimas Dewantara Pendas : Jurnah Ilmiah Pendidikan Dasar Journal of Education and Instruction (JOEAI) VOX EDUKASI: Jurnal Ilmiah Ilmu Pendidikan SIGMA MEJ (Mathematics Education Journal) Jurnal Studi Guru dan Pembelajaran Abdi Wiralodra : Jurnal Pengabdian Kepada Masyarakat Tolis Ilmiah: Jurnal Penelitian JagoMIPA: Jurnal Pendidikan Matematika dan IPA Journal of Instructional Mathematics LEARNING : Jurnal Inovasi Penelitian Pendidikan dan Pembelajaran International Journal of Progressive Mathematics Education Journal of Advanced Sciences and Mathematics Education Jendela ASWAJA Jurnal Ilmiah Ilmu Terapan Universitas Jambi Jurnal Riset Teknologi dan Inovasi Pedidikan (JARTIKA) Jurnal Pendidikan MIPA Jurnal Eksplorasi Bimbingan dan Konseling Journal of Transdisiplinary Studies in Education Interdisciplinary Journal of Pedagogy and Research in Media Technology
Ardi Dwi Susandi
Universitas Terbuka
Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Engineering Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Mathematics Physics Public Health Social Sciences Other

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MASSIVE OPEN ONLINE COURSE IN MATHEMATICS: PERSPECTIVES ON COUNTRY, PUBLICATION TRENDS, RESEARCH APPROACHES, PARTICIPANTS, AND CONTENT ELEMENT Sudirman, Sudirman; Rodríguez-Nieto, Camilo Andrés; Susandi, Ardi Dwi; Isnawan, Muhamad Galang; Pauzan, Muh
Jurnal Ilmiah Ilmu Terapan Universitas Jambi Vol. 9 No. 2 (2025): Volume 9, Nomor 2, June 2025
Publisher : LPPM Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/jiituj.v9i2.36805

Abstract

Massive Open Online Courses (MOOCs) have emerged as powerful tools that bridge vast learning resources with diverse global learners, particularly gaining prominence during and after the COVID-19 pandemic. While numerous studies have investigated the general application of MOOCs, limited research has specifically focused on their distribution and utilization within the field of mathematics education, especially in the post-pandemic context. This study aims to fill that gap by conducting a systematic literature review on MOOCs in mathematics, using the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) framework to ensure a rigorous and replicable review process. At the identification stage, 2,349,886 articles were initially retrieved. After a comprehensive screening process based on inclusion and exclusion criteria, 78,191 articles were considered relevant. From this pool, 12 articles specifically addressed MOOCs in mathematics. However, only 6 articles met all the eligibility criteria for in-depth analysis. The findings reveal several key insights: (1) mathematics MOOCs are underrepresented in research, particularly in the context of school education; (2) research output on mathematics MOOCs has declined post-pandemic; (3) quantitative research methods dominate the field, limiting deeper qualitative insights; and (4) African countries remain significantly underrepresented in terms of both production and study of MOOCs in mathematics. This study contributes novel insights to the literature by highlighting geographic and methodological research gaps. It suggests that future research should explore mathematics MOOCs in school contexts, particularly using mixed-method approaches, and focus on understudied regions like Africa to promote equitable digital education access and innovation.
PENGEMBANGAN MULTIMEDIA INTERAKTIF MATEMATIKA UNTUK MENINGKATKAN KEMAMPUAN PEMECAHAN MASALAH DAN SELF REGULATED LEARNING SISWA SEKOLAH DASAR Elsa Kurnia Windhyastuti; Rahayu Kariadinata; Ardi Dwi Susandi
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 01 (2026): Volume 11 No. 01 Maret 2026 Publish
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i01.40520

Abstract

Conventional learning in mathematics subjects has an impact on low problem-solving abilities and self-regulated learning. This study was conducted to develop interactive mathematics multimedia assisted by Articulate Storyline that is feasible, practical, and effective to improve problem-solving abilities and self-regulated learning of fourth-grade elementary school students. This research is a Research and Development developed with the ADDIE design with 5 stages, namely: Analyze, Design, Development, Implementation, and Evaluation. The subjects of this study were fourth-grade elementary school students. Data collection techniques used were expert validation sheets, student response questionnaires, teacher responses, self-regulated learning questionnaires, pretest and posttest results, and learning observations. Data were analyzed descriptively quantitatively and qualitatively. The results showed that interactive multimedia was proven to be feasible to use with an average score percentage of 77.4% for material expert validation and 79% for media expert validation. The results of the practicality of the media obtained an average score of student responses in small groups of 80% with a good category, and 80.2% with a very good category score for the large group student response score, as well as a teacher response questionnaire with an average score percentage of 80% in the good category. The results of the effectiveness of the media are shown by the pretest results of 53 and the posttest results of 85.6 with an N-Gain result of 0.69 in the moderate category. In addition, from the self-regulated learning questionnaire with an average score percentage of 39.4% in the less good category to 79% in the good category. It can be concluded that interactive mathematics multimedia assisted by Articulate Storyline is feasible, practical, and effective to be used as a learning medium in improving problem-solving abilities and self-regulated learning of elementary school students.
A Evaluating Teacher-Student Interaction and the Implementation of Sociomathematical Norms in Indonesian Mathematics Classrooms Eka Fitria Ningsih; Wawan Wawan; Ardi Dwi Susandi
Journal of Transdisiplinary Studies in Education Vol. 1 No. 1 (2025): Journal of Transdisiplinary Studies in Education
Publisher : CV. SPDFHarmony

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64268/jtse.v1i1.10

Abstract

Background: Teacher-student interaction plays a pivotal role in shaping the quality of mathematics learning. However, in many Indonesian classrooms, traditional models of instruction often dominate, limiting opportunities for students to engage in meaningful mathematical discourse. Aims: This study aims to: (1) evaluate the patterns of teacher-student interaction during mathematics instruction in Indonesian secondary schools, and (2) examine the implementation of sociomathematical norms in a redesigned learning model using a problem-posing approach. Methods: A qualitative research approach was adopted involving observations of eight mathematics classrooms in Lampung, Indonesia. During the odd semester, four classes were observed using conventional teaching methods. In the even semester, four teachers implemented a problem-posing model co-designed with the researcher. Data were collected via classroom video recordings and analyzed using the Flanders Interaction Analysis System (FIAS) with support from NVIVO software. Results: The findings reveal that traditional classrooms were heavily teacher-dominated, with 86% of classroom talk attributed to teachers and only 14% to students. Common classroom norms included praying, singing, asking questions, listening to explanations, and discussions. In contrast, problem-posing classrooms demonstrated the emergence of sociomathematical norms such as mathematical explanation, differentiation of ideas, and student-generated problems. Conclusion: The study highlights the limited interaction in traditional classrooms and the potential of sociomathematical norms to enrich student participation and mathematical discourse when implemented through structured problem-posing models. These findings inform future instructional design that prioritizes interactive and student-centered learning environments in mathematics education.
Analysis of Students' Mathematical Reasoning in Triangles by Learning Style Preferences Rakha Pradestya; Sudirman Sudirman; Ardi Dwi Susandi
Journal of Instructional Mathematics Vol. 5 No. 2 (2024): Mathematics Education: Psychology, Teaching, Curriculum, and Technology
Publisher : Pendidikan Matematika STKIP Kusuma Negara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37640/jim.v5i2.2120

Abstract

This study analyzes students' mathematical reasoning abilities concerning triangles and special lines, considering their individual learning styles. The qualitative case study was conducted at Khalifah Boarding Junior High School, involving three grade VIII students representing visual, auditory, and kinesthetic learning styles. The selection of these students was based on their learning style preferences identified through a questionnaire. Data collection included mathematical ability tests and interviews, which were then analyzed by triangulating answer sheet observations and interview findings. Initial data revealed a distribution of 50% visual learners, 42% auditory learners, and 8% kinesthetic learners. Subjects were purposively selected based on the highest scores in each learning style group. The subjects demonstrated differences in understanding and approaching problem-solving, influenced by their learning styles. This study highlights specific challenges and recommendations for each subject, emphasizing the importance of a tailored learning approach to improve mathematical understanding and problem-solving skills. The research underscores the significance of recognizing and accommodating diverse learning styles to optimize students' academic achievements in mathematics.
STEM education: Impact on mathematics learning outcomes Ardi Dwi Susandi; Santi Widyawati
Interdisiplinary Journal of Pedagogy and Research in Media Technology Vol. 1 No. 1 (2025): Interdisciplinary Journal of Pedagogy and Research in Media Technology
Publisher : CV. SPDFHarmony

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64268/inspire.v1i1.11

Abstract

Background: The integration of STEM education in mathematics learning aims to enhance students' understanding and application of mathematical concepts in real-world contexts. However, its effectiveness in improving mathematics learning outcomes requires further empirical investigation.Aim: This study examines the impact of STEM education on students' mathematics learning outcomes by comparing STEM-integrated instruction with conventional teaching methods.Method: A quasi-experimental design was employed, involving 52 students divided into an experimental group (STEM-based learning) and a control group (traditional learning). Pre-test and post-test assessments were conducted, and the data were analyzed using statistical tests.Results: The results showed that students in the experimental group had a significantly higher improvement in mathematics learning outcomes compared to the control group. The post-test scores increased by an average of 6.1 in the experimental group, while the control group showed an improvement of only 1.8, t (50) = 4.53, p < 0.05).Conclusion: The findings indicate that STEM education positively influences mathematics learning outcomes by enhancing students’ engagement, problem-solving skills, and conceptual understanding. This study highlights the importance of incorporating STEM-based approaches in mathematics education to optimize student learning outcomes.
Teacher profesionalism in fostering students’ creativity Nurul Hidayah; Ardi Dwi Susandi; Naufalia Nuraya
Journal of Advanced Sciences and Mathematics Education Vol. 2 No. 1 (2022): Journal of Advanced Sciences and Mathematics Education
Publisher : CV. FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (344.215 KB) | DOI: 10.58524/jasme.v2i1.98

Abstract

Student creativity is essential to improve. One thing that affects this is the teacher's professionalism because it is the main factor in the success of student learning so that it produces and develops creativity. This study aims to describe the factors that increase student creativity and teacher efforts to increase student creativity. This study used a descriptive qualitative method. The data collection techniques were interviews with the subject teachers and principals, observation, and documentation. Furthermore, the technical data analysis used were data collection, data reduction, data presentation, and conclusion drawing. The results of this study indicate that in the learning process, the teacher always plays a significant role so that students can develop their creativity. Four roles must be performed by the teacher: the teacher's role as a class manager; the teacher's role as an evaluator; the teacher's role as a facilitator; and the teacher's role as a demonstrator. In the learning process, the teacher always encourages his students. The teacher has also used learning media.
Students' mathematical critical thinking skill: An exploration case study when using argumentation-based learning Ardi Dwi Susandi; Sudirman Sudirman
Journal of Advanced Sciences and Mathematics Education Vol. 5 No. 1 (2025): Journal of Advanced Sciences and Mathematics Education
Publisher : CV. FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/jasme.v%vi%i.547

Abstract

Background: Critical thinking skills are essential in addressing the learning challenges faced by students in the 21st century. To foster these skills effectively, it is necessary to adopt specific instructional approaches that enhance students’ mathematical critical thinking within the classroom setting.Aims: This study aims to investigate students’ critical thinking abilities in mathematics during the implementation of the Argumentation-Based Learning Process (ABLP) in classroom instruction.Methods: A qualitative case study design was employed, involving 30 eighth-grade students from an A-accredited school in Indonesia. Data sources included ABLP-based worksheets, audio recordings of student group discussions, and interview transcripts. The collected data were analyzed using a triangulation strategy to ensure accuracy, and peer reviews were conducted to validate the findings. The analysis focused on identifying indicators of critical thinking skills at each stage of the ABLP model.Results: The results show that students demonstrated various levels of critical thinking throughout the ABLP stages. However, not all students consistently met the predetermined indicators at each stage of the process. Despite these variations, the findings suggest that ABLP can be an effective pedagogical approach to foster students’ critical thinking in mathematics.Conclusion: This study concludes that ABLP offers meaningful opportunities for students to develop critical mathematical thinking and should be considered as a strategy in mathematics instruction.
Leveraging GASING pedagogy and AI adoption to enhance problem-solving skills: The mediating roles of learning motivation and mathematical creativity Umam, Khoerul; Susandi, Ardi Dwi; Surya, Yohanes
Al-Jabar: Jurnal Pendidikan Matematika Vol 17 No 2 (2026): Al-Jabar: Jurnal Pendidikan Matematika
Publisher : Universitas Islam Raden Intan Lampung, INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ajpm.v17i2.29171

Abstract

Purpose: The rapid integration of Artificial Intelligence (AI) into mathematics education risks fostering "cognitive offloading," in which students passively rely on automated answers rather than developing critical reasoning. Despite this growing concern, prior studies have largely ignored how combining AI with structured, high-impact pedagogy might prevent this technological dependency. Addressing this gap, this study evaluates how integrating GASING pedagogy with AI tools enhances problem-solving proficiency. Specifically, it simplifies complex learning models to investigate how student motivation and mathematical creativity actively mediate the relationship between pedagogy, technology, and cognitive outcomes. Method: Employing an explanatory sequential mixed-methods design, quantitative data were collected from 120 secondary school students (Grade 8, ages 13-14) in Jakarta, Indonesia. The structural relationships were tested using Partial Least Squares Structural Equation Modeling (PLS-SEM) via SmartPLS 4. This was followed by a focused qualitative thematic analysis of semi-structured interviews and observations to explain the mechanisms driving the statistical results. Findings: The results confirm a serial mediation model in which GASING Pedagogy positively influences Learning Motivation, which, in turn, enhances Mathematical Creativity. Furthermore, Mathematical Creativity was found to be a significant mediator between AI Adoption and Problem-Solving proficiency. Qualitatively, students perceive the synergy between GASING and AI as simplifying complex tasks and stimulating divergent thinking, positioning human creativity as a critical 'gatekeeper' for validating AI-generated outputs. Significance: This research shifts the discourse from AI dependency toward a distributed cognition framework. Theoretically, it establishes creativity as an essential mediator in digital mathematics pedagogy. In practice, it provides educators with a protocol for balancing automated tools with pedagogical scaffolding, cultivating adaptive problem-solvers capable of rigorous intellectual verification.
Navigating Mathematics in the Metaverse: The M6 Learning Model and Its Impact on Different Learning Styles Susandi, Ardi Dwi
International Journal of Progressive Mathematics Education Vol. 6 No. 1 (2026)
Publisher : Universitas Muhammadiyah Prof. DR. HAMKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/ijopme.v6i1.22811

Abstract

Purpose: This study evaluates the effectiveness of the Metaverse-integrated M6 learning model on students' critical mathematical thinking skills across distinct learning styles, addressing the prevailing limitations of conventional, procedure-oriented instruction.Design/methodology/approach: A quantitative, quasi-experimental factorial design was utilized, categorizing students into an experimental cohort (M6-Metaverse) and a control group. Data were rigorously gathered via validated cognitive tests and learning style questionnaires, subsequently analyzed using a two-way ANOVA. Findings: The M6-Metaverse framework significantly outperformed conventional pedagogies in cultivating critical thinking. Furthermore, empirical results confirmed marked performance variations dictated by learning styles and established a significant interaction effect between the instructional model and learning preferences. Practical implications: Educators can proactively leverage the M6-Metaverse ecosystem as an adaptive pedagogical instrument to systematically accommodate diverse learning profiles while amplifying higher-order mathematical cognition. Originality/value: This research injects novel empirical insights into digital education by seamlessly synergizing the structured M6 instructional framework with immersive Metaverse technology, thereby advancing tailored, technologically-driven curriculum designs in mathematics.   Purpose: Penelitian ini bertujuan menganalisis efektivitas model pembelajaran M6 terintegrasi Metaverse terhadap kemampuan berpikir kritis matematika berdasarkan gaya belajar, guna memecahkan masalah dominasi pengajaran prosedural konvensional. Design/methodology/approach: Studi kuantitatif kuasi-eksperimen berdesain faktorial ini membagi siswa ke dalam kelompok eksperimen (M6-Metaverse) dan kontrol (konvensional). Instrumen pengumpulan data meliputi tes berpikir kritis tervalidasi dan angket gaya belajar. Analisis data dieksekusi menggunakan uji ANOVA dua jalur. Findings: Model M6-Metaverse secara signifikan lebih efektif meningkatkan kemampuan berpikir kritis dibandingkan metode konvensional. Ditemukan perbedaan performa yang nyata berdasarkan gaya belajar, serta interaksi yang signifikan antara model pembelajaran dan gaya belajar siswa.Practical implications: Praktisi pendidikan dapat mengadopsi kerangka M6-Metaverse sebagai intervensi pedagogis adaptif untuk mengakomodasi heterogenitas preferensi belajar, sekaligus memacu keterampilan kognitif tingkat tinggi abad ke-21 pada siswa. Originality/value: Studi ini mempresentasikan kebaruan empiris dengan mensinergikan sintaks pedagogis M6 dan ekosistem imersif Metaverse, menghasilkan desain pembelajaran digital yang secara spesifik menjembatani karakteristik individu dengan kognisi matematis abstrak
Analisis Kesiapan Guru Sekolah Dasar dalam Implementasi Kurikulum Merdeka Heryahya, Andang; Herawati, Endang Sri Budi; Susandi, Ardi Dwi; Zulaiha, Fanni
JOEAI (Journal of Education and Instruction) Vol. 5 No. 2 (2022): Journal of Education and Instruction (JOEAI)
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31539/joeai.v5i2.4826

Abstract

The aims of this study were (1) to describe the understanding of elementary school teachers in Cirebon City about independent curriculum policies, (2) to describe the readiness of elementary school teachers in Cirebon City to formulate learning objectives for the Pancasila profile, (3) to describe the readiness of elementary school teachers in Cirebon City to implement learning 21st century, and (4) describes the readiness of elementary school teachers in Cirebon City in identifying students' self-potential. This study uses a survey research design and needs assessment. The population of this study were public elementary school teachers in Cirebon City. There are 128 public elementary schools in Cirebon city, so the population of this study is 768 teachers. The sample was determined using simple random sampling technique. Based on Issac Michael's table with a 5% sampling error, a total sample of 238 teachers was obtained. The data collection technique uses a questionnaire instrument given to teachers and interviews with several key informants. The key informants in this study were the Head of Basic Education in Cirebon City and several school principals. The results of this study are (1) public elementary school teachers in Cirebon City understand the essence of the Independent Curriculum policy, (2) public elementary school teachers in Cirebon city understand in formulating learning objectives for Pancasila student profiles, (3) public elementary school teachers in the city Cirebon is ready to implement 21st century learning, (4) Public Elementary School teachers in Cirebon City are ready to identify various kinds of potential in students. Based on these results, it can be concluded that SD Negri teachers in Cirebon City are ready to implement the independent curriculum in classroom learning. Keyword: Analysis, Elementary School Teacher Readiness, Implementation of the Independent Curriculum
Co-Authors Amalia Sapriati Bakkara, Reno Delison Bidayatun Nafi'ah Budiyono Budiyono Budiyono, Budiyono Bunyamin Bunyamin Deasy Komalasary Dejarlo, Jenisus Dewi Retno Sari S Didik Triyono Doddy, Valentinus Doefi, Martina Eka Fitria Ningsih Elsa Kurnia Windhyastuti Endang Sri Budi Herawati Endang Wahyuningrum Erni Erni Ervin Azhar Fanni Zulaiha Fitriyah Nurdianah Gorky Sembiring, Maximus Hasratuddin Heryahya, Andang Ida Ayu Putu Sri Widnyani Isnawan, Muhamad Galang Jenisus Dejarlo Jusniani, Nia Khairunnisa, Rizkia Khoerul Umam Khoerul Umam, Khoerul Khoiriyah, Binti Lestari, Neng Elis Seri Moh. Fikri Bungel Muhammad Asrori Ainurrahman Mulyana, Anna Mumu Muzayyin Maq Naufalia Nuraya Naufalia Nuraya Nur Robiah Nofikusumawati Peni Nurkaenah Nurul Hidayah Pauzan, Muh Pradestya, Rakha Rahayu Kariadinata Rakha Pradestya Rodríguez-Nieto, Camilo Andrés Rohmah, Fatkur Rusmiati Aliyyah Saepulloh, Aep Said Matondang Santi Widyawati Santi Widyawati Santi Widyawati Sari S, Dewi Retno Satrio, Muhammad Tusaldi Junian Setiadi, Dendi Slamet Firdaus Sudirman Sudirman Sudirman Sugilar, Sugilar Sumargiyani Sumargiyani Sumargiyani Surya, Yohanes Syaiful Rohim Tahmid Sabri Triyono, Didik Wawan Wawan Yumiati