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All Journal Jurnal Pendidikan dan Pengajaran SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL
Yuli Bangun Nursanti
Universitas Sebelas Maret, Surakarta, Indonesia
Humanities Education Public Health Social Sciences Other

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Conceptions of Differentiated Instruction: A Case Study of Junior High School Mathematics Teachers Imam Sujadi; Riki Andriatna; Budiyono; Ira Kurniawati; Arum Nur Wulandari; Yuli Bangun Nursanti
Jurnal Pendidikan dan Pengajaran Vol 57 No 1 (2024): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpp.v57i1.67949

Abstract

Differentiated learning is a learning approach that adapts to the individual needs of students, both student readiness, interests, and their learning profile. Although this concept has been widely discussed, its implementation in mathematics learning still encounters many obstacles. This study aims to describe the conception of mathematics teachers towards differentiated learning and its implementation in supporting the Independent Curriculum. This research is qualitative research using questionnaires as a data collection method. The subjects of this study were 27 junior high school mathematics teachers in the city of Surakarta. Data is analyzed using qualitative analysis techniques including data reduction, data presentation, and verification/conclusions. The results showed that teachers' understanding of differentiated learning was good, both in theoretical concepts and implementation. However, teachers still face obstacles in design, limited learning time, classroom management, and limited knowledge on some aspects of differentiated learning. The study concluded that even though teachers already understand the concept of differentiated learning, they need further support to overcome existing barriers. The implications of this research point to the need for additional training and resources to support more effective implementation.
INSIGHT ON MCM AS OUTDOOR MATHEMATICS ACTIVITIES BASED ON COGNITIVE DAN AFFECTIVE DOMAIN: A SYSTEMATIC LITERATURE REVIEW Dina Wijayanti; Farida Nurhasanah; Yuli Bangun Nursanti
SOSIOEDUKASI Vol 15 No 2 (2026): SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL
Publisher : Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/sosioedukasi.v15i2.8046

Abstract

Technology integration is currently becoming crucial in learning. One emerging technology is MathCityMap (MCM), which integrates technology with mathematics learning. This study highlights MCM based on geography, the abilities studied, frequently used topics, and research areas, with an emphasis on cognitive and affective domain. This study is a Systematic Literature Review (SLR) study using the PRISMA method to filter the articles analyzed. The study inclusion criteria consisted of empirical articles, aligned with the research questions, published in scientific journals between 2020 and 2025. Of the 295 articles obtained from Scopus, Eric, Semantic Scholar, Open Alex, Crossref, and Google Scholar, then a review was conducted. After a quality review, 25 articles were included in the analysis. The analysis results obtained that currently most research is conducted in Germany as the country of origin of MCM, while in Indonesia, Yogyakarta has become the most frequent area. What makes MCM interesting is that it includes two research abilities: 10 different cognitive aspects and 3 affective aspects. The topic trend is Geometry (18 articles), and MCM practices are shown to be more common in school settings (15 articles) compared to outside school settings (10 articles). Finally, the findings of this study reveal that MCM mostly focus on cognitive domain while affective domain seem still lack of study. MCM is apparently able to stimulate students' cognitive and affective abilities. Additional findings indicate that geographically, research using MCM is acceptable in various regions and countries, thus potentially becoming a new face of global mathematics learning.
Inductive Thinking of Junior High School Students in Solving Number Pattern Problems Based on Mathematical Thinking Theory Ira Kurniawati Ira; Imam Sujadi; Arum Nur Wulandari; Riki Andriatna; Yuli Bangun Nursanti
Jurnal Pendidikan dan Pengajaran Vol 59 No 1 (2026): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpp.v59i1.105606

Abstract

The development of mathematical thinking is an important goal in mathematics learning because it relates to students’ ability to solve problems through various reasoning processes, including inductive thinking methods. However, students’ application of inductive thinking in solving mathematical problems still requires further exploration. This study aims to explore the application of inductive thinking methods in solving number pattern problems based on the perspective of mathematical thinking. The research employed a qualitative descriptive approach involving three students representing high, medium, and low levels of mathematical ability. Data were collected through a reasoning test and interviews and analyzed through data reduction, data display, and conclusion drawing. The results show that the high ability student was able to identify patterns but still experienced difficulty in formulating accurate generalizations. The medium ability student recognized some patterns but was not able to generalize correctly, while the low-ability student experienced difficulties from understanding the problem to determining general rules. These findings indicate differences in students’ inductive thinking across levels of mathematical ability. The study implies the importance of designing mathematics learning that encourages pattern exploration and generalization processes to support students’ mathematical thinking development.
Co-Authors Arum Nur Wulandari Budiyono Dina Wijayanti Farida Nurhasanah Imam Sujadi Ira Kurniawati Ira Kurniawati, Ira Riki Andriatna