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All Journal SIGMA: Jurnal Pendidikan Matematika Jurnal Elemen Jurnal Impresi Indonesia Jurnal Didactical Mathematics Al Khawarizmi: Jurnal Pendidikan Matematika
Ekasatya Aldila Afriansyah
Universitas Singaperbangsa Karawang
Religion Economics, Econometrics & Finance Education Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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ANALISIS TINGKAT KECEMASAN MATEMATIKA PADA SISWA SMP Risma Nurjanah; Ekasatya Aldila Afriansyah; Iyam Maryati; Irena Puji Luritawaty
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/r22g3538

Abstract

Penelitian ini bertujuan untuk menganalisis tingkat kecemasan matematika siswa SMP berdasarkan tiga aspek, yaitu kognitif, afektif, dan fisiologis. Penelitian menggunakan pendekatan mixed methods dengan melibatkan 34 siswa untuk pengumpulan data kuantitatif melalui angket berjumlah 32 butir yang disusun berdasarkan 11 indikator kecemasan matematika, serta 5 siswa untuk data kualitatif melalui wawancara semi-terstruktur. Hasil penelitian menunjukkan bahwa 79% siswa berada pada kategori kecemasan matematika sedang dengan nilai rata-rata (mean) sebesar 96,53, dan indikator paling dominan adalah sulit konsentrasi pada aspek kognitif. Temuan angket diperkuat oleh hasil wawancara yang menunjukkan bahwa faktor internal seperti rendahnya kepercayaan diri dan persepsi kemampuan diri, serta faktor eksternal seperti tekanan situasional dan pengalaman belajar sebelumnya, turut memengaruhi kecemasan matematika siswa. Aspek afektif dan fisiologis muncul pada intensitas sedang namun tetap berdampak pada kenyamanan belajar. Secara keseluruhan, kecemasan matematika siswa bersifat multidimensi sehingga diperlukan upaya pedagogis yang suportif dan strategi pembelajaran yang interaktif untuk meminimalkan dampaknya.
Developing ADDIE-Based Animated Mathematics Videos to Enhance Vocational High School Students’ Conceptual Understanding of Circle Geometry Aeryn Meiska Putri Bangun; Ekasatya Aldila Afriansyah; Adi Ihsan Imami
Jurnal Didactical Mathematics Vol. 8 No. 2 (2026): Oktober 2026
Publisher : Program Studi Pendidikan Matematika, Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/dm.v8i2.18193

Abstract

The integration of digital media into mathematics education has become increasingly important for addressing students’ difficulties in understanding abstract mathematical concepts, particularly in geometry topics such as circles. However, mathematics instruction in vocational high schools is still frequently dominated by conventional teaching methods with limited use of interactive learning media. This study aimed to develop and evaluate Canva-based animated mathematics learning videos to enhance students’ conceptual understanding of circles at SMKN 1 Karawang. The research employed a Research and Development design using the ADDIE model, consisting of analysis, design, development, implementation, and evaluation stages. The participants included 29 students in the experimental class and 15 students in the control class. Data were collected through expert validation sheets, practical questionnaires, observation, and essay-based learning outcome tests. Data analysis involved descriptive percentage analysis, the Shapiro–Wilk normality test, and the Mann–Whitney U test, all conducted in RStudio. The validation results showed that the developed media achieved an overall validity score of 87%, categorized as very valid. The practicality test obtained a score of 76%, indicating that the media was sufficiently practical for classroom use. Furthermore, the effectiveness test revealed a significant difference between the experimental and control groups (W = 357.5, p = 0.0004827 < 0.05), demonstrating that the animated learning videos improved students’ conceptual understanding of circles. The findings indicate that Canva-based animated videos can serve as valid, practical, and effective interactive learning media for supporting mathematics instruction in vocational education contexts
PENGARUH MODEL PEMBELAJARAN GAME BASED LEARNING BERBANTU EDUCAPLAY TERHADAP HASIL BELAJAR MATEMATIKA SISWA Fitria Dwi Khaerunnisa; Muhammad Daut Siagian; Ekasatya Aldila Afriansyah
AL KHAWARIZMI: Jurnal Pendidikan Matematika Vol. 6 No. 2 (2026): Juli 2026
Publisher : Sekolah Tinggi Keguruan dan Ilmu Pendidikan (STKIP) Melawi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46368/kjpm.v6i2.5354

Abstract

Abstrak: Penelitian ini bertujuan menguji perbedaan hasil belajar matematika antara siswa yang mengikuti Game Based Learning berbantuan Educaplay dan Teacher Centered Learning serta mengukur besar pengaruhnya. Penelitian menggunakan metode kuasi eksperimen dengan desain nonequivalent pretest-posttest control group. Sampel terdiri atas 82 siswa kelas VIII yang dipilih melalui purposive sampling, masing-masing 41 siswa pada kelas eksperimen dan kontrol. Instrumen berupa lima soal uraian materi peluang yang telah diuji validitas, reliabilitas, daya pembeda, dan tingkat kesukarannya. Data dianalisis melalui uji Shapiro-Wilk, Levene, independent-samples t-test, dan Cohen’s d. Rata-rata posttest kelas eksperimen mencapai 75,12, sedangkan kelas kontrol 60,66. Pengujian menghasilkan t(80) = 4,79, p < 0,001, dan selisih rata-rata 14,46. Nilai Cohen’s d sebesar 1,06 termasuk kategori tinggi. Hasil ini menunjukkan bahwa Game Based Learning berbantuan Educaplay menghasilkan perbedaan signifikan dengan pengaruh praktis yang besar terhadap hasil belajar materi peluang. Kata Kunci: Game Based Learning; Educaplay; hasil belajar matematika; kuasi eksperimen Abstract: This study examined differences in mathematics learning outcomes between students taught through Educaplay-assisted Game-Based Learning and Teacher-Centered Learning and measured the magnitude of the effect. A quasi-experimental method with a nonequivalent pretest-posttest control group design was used. The purposively selected sample comprised 82 eighth-grade students, with 41 students in each class. The instrument consisted of five essay items on probability that had been tested for validity, reliability, discrimination, and difficulty. Data were analyzed using the Shapiro-Wilk test, Levene’s test, an independent-samples t-test, and Cohen’s d. The experimental class achieved a posttest mean of 75.12, while the control class achieved 60.66. The analysis yielded t(80) = 4.79, p < .001, and a mean difference of 14.46. Cohen’s d was 1.06, indicating a large effect. These results show that Educaplay-assisted Game-Based Learning produced a significant difference and a large practical effect on probability learning outcomes.  Keywords: Game-Based Learning; Educaplay; mathematics learning outcomes; quasi-experimental
Pengaruh Kemampuan Literasi Matematis dan Self-Efficacy Terhadap Kemampuan Pemecahan Masalah Matematis Sekartika Nareswari; Ekasatya Aldila Afriansyah; Dadang Rahman Munandar
Jurnal Impresi Indonesia Vol. 5 No. 7 (2026): Jurnal Impresi Indonesia
Publisher : Riviera Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58344/jii.v5i7.8006

Abstract

Pengaruh literasi matematis dan self-efficacy terhadap kemampuan siswa dalam memecahkan masalah matematis menjadi fokus utama pada riset ini. Penelitian kuantitatif berbasis ex-post facto ini mengambil lokasi di SMPN 1 Cikarang Barat pada tahun ajaran 2025/2026, yang melibatkan 81 siswa kelas VII sebagai sampel dari total populasi 413 siswa, yang ditarik menggunakan metode cluster random sampling dan rumus Slovin. Instrumen angket digunakan untuk merekam tingkat self-efficacy, sedangkan tes khusus diterapkan untuk mengukur literasi serta kemampuan pemecahan masalah matematis. Berdasarkan estimasi regresi linear sederhana, literasi matematis dan self-efficacy secara parsial terbukti berpengaruh positif dan signifikan dengan sumbangan masing-masing sebesar 34,3% dan 36,2%. Secara bersama-sama, hasil regresi berganda mengonfirmasi adanya dampak positif dan signifikan dari kedua variabel tersebut terhadap pemecahan masalah matematis dengan kontribusi simultan sebesar 45,1%. Temuan ini menyiratkan bahwa pendekatan ganda yang berfokus pada peningkatan keterampilan kognitif dan keyakinan diri siswa sangat penting untuk meningkatkan hasil pemecahan masalah. Penelitian ini merekomendasikan penerapan strategi pembelajaran terintegrasi yang memperkuat literasi matematis dan self-efficacy secara bersamaan.
Developing an interactive e-book integrating pedagogical deep learning and local wisdom to enhance digital literacy and mathematical critical thinking Irena Puji Luritawaty; Edi Supriyadi; Ekasatya Aldila Afriansyah; Dian Mardiani
Jurnal Elemen Vol 12 No 1 (2026): January
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v12i1.32526

Abstract

This study aimed to develop and evaluate an interactive e-book integrating deep learning principles with Garut local wisdom to enhance digital literacy and mathematical critical thinking. Using a research and development (R&D) approach with the ADDIE model and a quasi-experimental design, 73 seventh-grade students participated: 36 in the experimental group and 37 in the control group. Data were collected through mathematical critical thinking tests, digital literacy questionnaires, and expert validation sheets, then analyzed using normalized gain scores, the Mann-Whitney U test, and Cohen’s d. The e-book achieved very high validity (93.33%) and practicality ratings exceeding 95%. The experimental group demonstrated significantly greater gains in mathematical critical thinking (Ng = 0.89) than the control group (Ng = 0.70), with a Cohen’s d of 2.59 indicating a very strong effect. Additionally, 95.35% of students reported improved digital literacy. These findings indicate that culturally grounded interactive e-books can effectively enhance 21st-century skills, providing a replicable framework for integrating local wisdom in mathematics education across diverse cultural contexts.
Co-Authors Adi Ihsan Imami Aeryn Meiska Putri Bangun Dadang Rahman Munandar Dian Mardiani Edi Supriyadi Fitria Dwi Khaerunnisa Irena Puji Luritawaty IYAM MARYATI Muhammad Daut Siagian Risma Nurjanah Sekartika Nareswari